摘要

本研究旨在探討利社會學習活動對幼兒利社會行為的影響。採準實驗研究的「不相等前測--後測控制組設計」。以台北市XY國小附幼四、五歲混齡班級的幼兒為研究對象，進行七週的教學實驗處理，實驗組26人，接受15個教學活動；控制組為28人，無接受任何實驗處理。本研究所使用的測量工具有二：其一為自編之「幼兒利社會行為教師評定量表」；其二為改編之「利社會實驗室情境測驗」。
本研究目的有四：
（一）瞭解幼兒利社會行為發展之目前水準。
（二）探討利社會學習活動對幼兒利社會行為影響之立即效果。
（三）探討利社會學習活動對幼兒利社會行為影響之持續效果。
（四）分析個人背景變項對實驗組利社會學習活動學習成效之影響。
本研究的主要發現有五：
（一）利社會行為學習活動對促進幼兒利社會行為有立即的效果。
（二）利社會行為學習活動對促進幼兒利社會行為具有學習保留效果。
（三）利社會行為學習活動對實驗組幼兒表現利社會行為有顯著的影響，唯教學結束四週後，實驗組幼兒的利社會行為表現有減緩的趨勢。
（四）利社會學習活動對幼兒利社會行為的影響效果，沒有性別差異。
（五）利社會學習活動對幼兒利社會行為的影響效果，有年齡差異，對五歲幼兒的影響較四歲大。

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