社会心理学中许多经过实验证实的效应对如何搞好幼儿教育都有着深刻的启示。这里针对幼儿教育中存在的一些问题,略举三例。一、“皮格马利翁效应”与“恨铁不成钢”美国心理学家罗森塔尔在对大量的小学生进行心理实验后发现,即使是学习成绩和行为表现很一般的学生,由于教师的潜移默化的影响,也会取得教师所期望的进步。这种现象称为“罗森塔尔效应”,也叫“皮格马利翁效应”。产生“皮格马利翁效应”的关键在于“期望”。所谓期望,指的是在不直接言明的情况下,对别人的前途有所希望和等待。如果家长和幼儿教师要想使幼儿 Many experimentally confirmed effects in social psychology have profound implications on how to improve early childhood education. Here for some of the problems in early childhood education, give a clumsy three cases. First, the “Pygmalion effect” and “iron does not steel” American psychologist Rosenthal Psychological experiments on a large number of primary students found that even students with academic performance and behavior is very general, due to the subtle influence of teachers The impact of teachers will also achieve the desired progress. This phenomenon is called “Rosenthal effect”, also called “Pygmalion effect”. The key to producing the “Pygmalion Effect” is “expectation.” The so-called expectation refers to the hope and expectation of other people’s future without direct explanation. If parents and kindergarten teachers want to make young children