摘 要
小学阶段是学生自我意识发展的重要时期，随着社会环境变化和教育理念更新，探究该阶段学生自我意识发展特点并提出相应教育引导策略具有重要意义。本研究旨在全面剖析小学阶段学生自我意识发展特点，为教育工作者提供科学有效的引导策略。小学生自我意识发展呈现阶段性特征，在低年级以生理自我为主逐渐向心理自我过渡，中高年级开始形成较为稳定的自我概念，且性别差异在部分维度有所体现。创新之处在于构建了基于发展心理学理论的小学生自我意识发展模型，提出了分层递进式的教育引导策略，强调家庭、学校和社会协同育人机制的重要性，为促进小学生健康人格塑造提供了新思路，有助于提升教育质量，推动素质教育全面发展。
关键词：自我意识发展；小学生；教育引导策略；性别差异；协同育人机制
Characteristics of Self-Awareness Development and Educational Guidance Strategies for Primary School Students
英文人名
Directive teacher:×××
Abstract
The primary school stage is an important period for the development of students' self-awareness. With the change of social environment and the renewal of educational ideas, it is of great significance to explore the characteristics of students' self-awareness development at this stage and put forward corresponding educational guidance strategies. This study aims to comprehensively analyze the characteristics of self-awareness development of primary school students and provide scientific and effective guidance strategies for educators. The development of primary school students' self-awareness shows phased characteristics. In the lower grades, students gradually transition from physical self to psychological self. In the middle and upper grades, students begin to form relatively stable self-concepts, and gender differences are reflected in some dimensions. The innovation lies in the construction of primary school students' self-awareness development model based on developmental psychology theory, the proposed hierarchical and progressive education guidance strategy, emphasizing the importance of family, school and society cooperation education mechanism, providing new ideas for promoting the healthy personality of primary school students, helping to improve the quality of education and promote the all-round development of quality-oriented education.
Keywords: Self-Awareness Development；Primary School Students；Educational Guidance Strategies；Gender Differences；Collaborative Education Mechanism
目 录
一、引言 1
二、小学生自我意识发展特点 1
(一)自我认知能力的发展特征 1
(二)自我情感体验的形成过程 2
(三)自我意志调节的成长轨迹 3
三、影响小学生自我意识的因素 3
(一)家庭环境对自我意识的影响 3
(二)学校教育对自我意识的作用 4
(三)同伴关系对自我意识的塑造 5
四、教育引导策略与实践路径 5
(一)构建积极的家庭教育模式 5
(二)创新学校教育引导方式 6
(三)促进同伴间的正向互动 7
结论 8
参考文献 9
致谢 9
