| Aggressive behavior is one of the bad behaviors in the process of children’s socialization.Previous studies have shown that aggressive behavior in early childhood is malleable,which not only has an impact on current peer communication,but also is highly correlated with future behavioral development and social adaptation.Relevant studies at home and abroad consistently show that there is a negative correlation between empathy and aggressive behavior.That is,the higher the empathy ability,the less aggressive behavior.In addition,as an ability,empathy can be improved by training.In previous studies on empathy training,cognitive empathy is usually cultivated first,followed by affective empathy.However,empathy is a complex and systematic psychological process,and it is difficult to understand the development characteristics of empathy from the cognitive or emotional level alone.In addition,cognitive empathy and affective emotion are mutually based,mutually conditional,and inseparable in the actual process of empathy.As a comprehensive teaching method,drama in education can integrate and cultivate cognitive empathy and emotional empathy to coordinate the development of the two aspects of empathy.Therefore,on the basis of domestic and foreign research,this study designed empathic training activities based on drama in education to test its effect on aggressive behavior of senior kindergarteners.According to the purpose of this study,all the children in a senior class of a kindergarten in Chengdu were sampled,and the pre and post test and comparison group design was adopted.The experimental group received eight intervention activities twice a week for a month,and the control group received normal teaching activities during the intervention time of the experimental group.In this study,the aggressive behavior sub-questionnaire of the Child Behavior Check List(CBCL)compiled by Achenbach and the situational story method compiled by Mai Jingyao et al were used to test the aggressive behavior and empathy ability of young children.The results show that:First,compared with the control group,the experimental group had significant differences in the scores of empathy ability in the pre and post test,and the post-test score was significantly higher than the pre-test;Second,compared with the control group,children in the experimental group had significant differences in the score of aggressive behavior in the pre and post test,and the score in the post-test was significantly lower than that in the pre-test.The practice shows that empathy training based on drama in education can effectively improve the empathy ability of senior kindergarteners and reduce the occurrence of aggressive behavior.Based on the above conclusions,this study further proposes relevant suggestions:(1)Increase the duration of empathy training activities based on drama in education;(2)Teachers should master effective methods and skills of empathy training activities based on drama in education;(3)Appropriately carry out empathy training activities based on drama in education in family education;(4)The kindergarten adds empathy training activities based on drama in education in daily life;(5)Teachers should provide a role model for young children’s learning. |
