幼儿园信任与防骗教育现状调查

A Survey of the Current Status of Trust and Anti-Deception Education in Kindergartens

摘要: 信任与防骗教育是幼儿园安全教育的重要组成部分，旨在帮助幼儿依据身份、行为和信息等多种线索判断信息的可信性，并形成合理信任、信息核验、拒绝和求助等基本能力。本研究采用问卷调查法，对54名幼儿园教职工的教育认知、课程实施、教学内容、幼儿表现观察以及现实困难与支持需求进行调查，并运用描述性统计与推断性统计分析相关教育的实施状况及其相关因素。研究发现：(1) 幼儿园信任与防骗教育已具有一定的认知与实践基础，但课程实施仍存在零散化特征，课程常态化程度有待进一步提高，较稳定的课程设置与持续开展教育活动之间存在显著关联；(2) 当前教学仍较多侧重陌生人防范与安全规则告知，教职工已表现出关注信息来源、信息合理性及多种判断线索的教育意识，但幼儿从规则理解向情境判断、信息核验和主动求助的转化仍需加强；(3) 教师具有较高的教育开展意愿，培训覆盖与持续专业支持需求并存，系统课程、适宜教学资源、专业指导、评价工具及家园协同仍是较突出的实践需求。基于研究结果，幼儿园应进一步推进课程常态化与分龄递进建设，强化情境化的信息核验、拒绝与求助训练，并通过持续教师支持、行为导向评价和家园协同促进幼儿安全判断与应对能力的发展。

Abstract: Trust and fraud-prevention education is an important component of kindergarten safety education. It aims to help young children assess the trustworthiness of information on the basis of multiple cues, including identity, behavior, and information content, and to develop basic abilities in appropriate trust, information verification, refusal, and help-seeking. This study employed a questionnaire survey of 54 kindergarten staff members to investigate their educational perceptions, curriculum implementation, teaching content, observations of children’s performance, practical difficulties, and support needs. Descriptive and inferential statistical analyses were conducted to examine the implementation status of such education and its related factors. The findings showed that: (1) trust and fraud-prevention education in kindergartens has developed a certain cognitive and practical foundation, but curriculum implementation remains fragmented and requires further regularization; a significant association exists between more stable curriculum arrangements and the sustained delivery of educational activities; (2) current teaching still places relatively greater emphasis on stranger awareness and the communication of safety rules. Although staff members have demonstrated awareness of the importance of information sources, the reasonableness of information, and multiple judgment cues, children’s transition from rule comprehension to situational judgment, information verification, and proactive help-seeking still needs to be strengthened; and (3) teachers show a strong willingness to carry out such education, while training coverage and the need for sustained professional support coexist. Systematic curricula, appropriate teaching resources, professional guidance, assessment tools, and home-kindergarten collaboration remain prominent practical needs. Based on these findings, kindergartens should further promote the regularization of curricula and age-differentiated, progressive curriculum development; strengthen scenario-based training in information verification, refusal, and help-seeking; and foster children’s safety judgment and coping abilities through sustained teacher support, behavior-oriented assessment, and home-kindergarten collaboration.