摘要：本文以30名4~6学前儿童为研究对象，采用故事访谈法，探讨了学前儿童对人际交往模式下情绪表达认知的特点。得出以下结论：

　1.4~6岁的学前儿童均能认识到自身情绪与在场者情绪的不同，且在人际交往模式中，倾向于采用与在场者情绪一致的策略进行情绪表达。

　2.在亲子交往情境中，学前儿童的情绪表达认知有明显的发展差异，5~6岁儿童相对于4岁儿童更能综合在场者情绪和自身情绪来表达情绪。

　3.在亲子交往情境中，父母情绪若是积极的，学前儿童更能表露自己的消极情绪，且结合父母情绪和自身情绪进行综合的情绪表达。

　4.在同伴交往情境中，同伴情绪若是消极的，学前儿童倾向采取与同伴一致的情绪进行情绪表达，掩饰自身情绪。

关键词： 学前儿童 交往模式  情绪认知 情绪表达

Abstract：Thirty 4~6 years old preschoolers emotion express cognition was examined under eight situations.Every situations including three factors, interpersonal surrounding such as parents or companions, people's emotion in the environment, children 's real emotion. Results showed that:(1) the preschoolers in 4~6 years old are able to recognize the different between real emotion and people 's emotion . They tend to express the same emotion like the people's emotion around them in the interpersonal surroundings. (2) In the parental circumstances,preschoolers have the obvious development difference between age group. The 5~6 years old children express their emotion more better than the children among 4 years old. They prefer to combine the parents' emotion and their own emotion together to express their emotion.(3)In the parental circumstances,preschoolers tend to express their negative more naturally when they parents' emotion is positive. （4）Preschoolers tend to hide their real emotion and express the same emotion as companions if the companions' emotion is negative. 

Key words：preschoolers  ,communication mode  ,emotion cognition , emotion expression

　　情绪发展是儿童在社会化发展中的重要内容，在这一发展过程中亲子交往与同伴交往是两大重要的人际情境，虽然近来几十年国内外对学前儿童的情绪认知的研究越来越多，但对于人际情境中在场者情绪是否对其外部情绪表达有影响还知之甚少。本研究希望通过一系列的故事访谈探讨不同人际交往模式下学前儿童的情绪表达认知，分析他们区别自身情绪和在场者情绪的能力，希望能为学前儿童情绪研究领域作出绵薄的贡献。