在我国性教育入法的政策背景下，如何为幼儿园的幼儿提供系统的、科学的性教育是现今学前教育领域所面对的重要研究问题之一。性与生殖健康教育是幼儿园幼儿学习和发展在健康领域中的重要组成部分。当前，幼儿园性与生殖健康教育仍处于起步阶段，幼儿园性与生殖健康教育的教学活动内容是什么、教学活动目标是什么、教学活动组织形式是什么、教学活动评价指标是什么等问题，均亟需学前教育研究者和性与生殖健康教育研究者开展研究并解决。
针对我国幼儿园性与生殖健康教育发展所面临的现实问题，且由于现今对幼儿园小班的性与生殖健康教育研究不足，本研究以幼儿认知发展理论、幼儿性发展理论、幼儿园游戏活动设计理论等为基础，以幼儿园小班幼儿为研究对象，对幼儿园健康领域中的性与生殖健康教育开展研究。本研究围绕“幼儿园小班性与生殖健康教学游戏活动如何设计？”这一核心问题，形成了三个子问题：
1.幼儿园小班性与生殖健康教学游戏活动框架是什么？
2.幼儿园小班性与生殖健康教学游戏活动组织形式是什么？
3.幼儿园小班性与生殖健康教学游戏活动设计与实施效果如何？
为解决以上研究问题，开展了以下相关研究：
首先，通过对我国幼儿园性与生殖健康教育的现状和需求进行分析和梳理，明确幼儿园小班幼儿对性与生殖健康教育的学习需求。
其次，通过文献法和专家评定法，构建幼儿园小班性与生殖健康教学游戏活动目标框架、幼儿园小班性与生殖健康教学游戏活动内容框架、幼儿园小班性与生殖健康教学游戏活动评价框架以及《幼儿园小班幼儿性与生殖健康知识、态度、技能问卷》。
再次，基于设计的研究方法，本研究使用教学设计的ADDIE模型，提出了包含确定学习要求、教学游戏活动各要素框架、教学游戏活动组织、教学游戏活动实施、教学游戏活动评价5个环节在内的幼儿园小班性与生殖健康教学游戏活动设计路径。基于教学游戏活动组织形式的设计，本研究开展了3个教学单元，含9个教学主题在内的性与生殖健康教学游戏活动设计与实施研究，该项实践研究在1个实验园中开展，共有3个班的小班幼儿参加。
最后，为了对构建的性与生殖健康教学游戏活动设计理论和方法进行效果评价，本研究基于教育行动研究的方法，通过深入分析在3个班中所收集的共23课时的课堂观察视频数据（总时长约680分钟）和23份课堂观察记录表，对幼儿园小班性与生殖健康教学游戏活动进行过程性评价。同时，本研究还通过专家评定法，编制幼儿园小班幼儿性与生殖健康知识、态度、技能问卷，以问卷调查的形式，对幼儿进行学习效果的总结性评价。
本研究的研究成果包括：
第一，提出了幼儿园小班性与生殖健康教学游戏活动设计的基本理论框架，教学游戏活动的总目标为“培养幼儿实现性与生殖健康的能力”，教学游戏活动的总内容为“幼儿生活中的性与生殖健康知识、态度和技能”，教学游戏活动的组织形式为“高结构化的性与生殖健康游戏化教学活动”，教学游戏活动的评价目的为“关注性与生殖健康教学游戏活动质量的提高”。
第二，构建了从知识、态度和技能三个维度出发的，涵盖24个教学主题的幼儿园小班性与生殖健康教学游戏活动目标框架。
第三，构建了包括3个一级指标、8个二级指标和24个三级指标在内的幼儿园小班性与生殖健康教学游戏活动内容框架。
第四，构建了包括3个一级指标，5个二级指标，9个三级指标和9个评价内容在内的幼儿园小班性与生殖健康教学游戏活动评价框架。
第五，编制了《幼儿园小班幼儿性与生殖健康知识、态度、技能问卷》，该问卷具有较好的信效度，在幼儿园小班性与生殖健康教学游戏活动学习效果评价中起到了积极作用。
第六，构建了幼儿园小班性与生殖健康教学游戏活动组织形式，通过导入阶段、展开阶段和结束阶段三个阶段开展教学游戏活动。其中，在导入阶段和展开阶段中设计了不同的教学游戏活动环节，包括暖场教学游戏活动环节、主体教学游戏活动环节和巩固教学游戏活动环节，并针对不同教学游戏环节设计适宜的教学策略。
第七，设计了25个不同类型的幼儿园小班性与生殖健康教学活动游戏，包括感知觉游戏、智力游戏、象征性游戏、规则性游戏和绘本故事游戏，这些游戏具有较好的内容一致性，且能够较大程度地激发幼儿的参与兴趣，为幼儿园性与生殖健康教育的开展提供了具体的教学活动游戏设计案例。设计了符合小班幼儿年龄特点的教具，包括手绘教学大挂图10幅、教学动画视频4个、教学娃娃（生育娃娃、胎儿娃娃）1套、游戏道具5套。这些教具都具有较好的内容一致性，且能较好地激发幼儿的学习兴趣。
第八，本研究采用了过程性评价和总结性评价，评价结果表明本研究设计的教学游戏活动内容能有效促进幼儿性与生殖健康知识、态度、技能的发展。其中，过程性评价是基于教学游戏活动内容、教学游戏活动实施和教学游戏活动效果所开展的评价，在23次的课堂观察中不断对教学游戏活动的设计与实施效果进行反思和调整。总结性评价是通过比较幼儿参加教学游戏活动前后的性与生殖健康知识、态度、技能水平的变化，了解幼儿通过参加教学游戏活动后的学习效果。过程性评价结果显示，本研究所设计的教学游戏活动内容一致性较高；教学游戏活动时长符合教学内容的承载量和幼儿的专注力水平；教学游戏活动策略有助于幼儿的专注力集中；教学游戏活动材料可操作性强、难易程度符合幼儿的认知发展水平；教学游戏活动能够很好地引起幼儿的游戏兴趣，幼儿的参与度高；幼儿的课堂作品完成度高。总结性评价结果显示，3个班的幼儿在参加教学游戏活动前后的性与生殖健康知识、态度、技能得到显著提升（P < 0.01）。整体而言，本研究结果显示，幼儿园小班幼儿能够较好地理解教学游戏活动中所涵盖的性与生殖健康教学内容，且教学内容符合幼儿在其性发展过程中的学习需求。为幼儿园小班的幼儿开展性与生殖健康教育是可行的并有效的。

Under the policy contexts of sexuality education being legislated in China，providing systematic and scientific sexuality education for preschoolers has become one of the important research questions in the field of early childhood education. Sexual and reproductive health education is an integral part of the learning and development of preschoolers in the health domain. Currently，sexual and reproductive health education in kindergartens is still in its early stages. Questions such as the objectives，content，organizational models，and evaluation of sexual and reproductive health instructional activities in kindergartens urgently need to be researched and addressed by early childhood education scholars and sexuality education researchers.
Facing the realistic problems in the development of sexual and reproductive health education in Chinese kindergartens，and due to the scarce research on sexual and reproductive health education for preschoolers，this study is based on theories of children’ s cognitive development，theories of children’ s sexual development，and theories of game activity design. It focuses on 3-4 year-old preschoolers as the research subjects to investigate sexual and reproductive health education. This study revolves around the core question，“ How to design game-based instructional activities for sexual and reproductive health education for 3-4 year-old preschoolers in health domain? ” and forms three sub-questions：
1.What is the framework of game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers?
2.What is the organizational mode for game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers?
3.How effective is the design and implementation of game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers?
Based on these three sub-questions，this study conducted the following work：
Firstly，by analyzing and sorting out the current situation and needs of sexual and reproductive health education in Chinese kindergarten，the study clarified the learning needs of 3-4 year-old preschoolers regarding sexual and reproductive health education.
Secondly，through literature review and expert assessment methods，the study constructed the objective framework，content framework，and impact assessment framework for game-based instructional activities on sexual and reproductive health education for 3-4 year-old preschoolers. And a questionnaire on 3-4 year-old preschoolers’ sexual and reproductive health knowledge，attitudes，and skills.  
Thirdly，using a design-based research method，the study designed game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers based on the content，objectives，and evaluation indicators constructed in the study. This included various types of game-based instructional activities，gaming content，gaming strategies，and design path. A design and practical study on sexual and reproductive health game-based instructional activities was conducted for one semester，consisting of 3 units and 9 teaching themes，involving the participation of three 3-4 year-old group classes children from 1 preschool.
Finally，in order to evaluate the effectiveness of the theoretical framework and methods for designing sexual and reproductive health game-based instructional activities，this study based on the method of action research，conducted a process evaluation of the activities in preschool classes by analyzing in-depth classroom observation video data collected over a total of 23 sessions（total about 680 minutes in length）and 23 classroom record observation forms across 3 classes. Additionally，the study utilized an expert rating method to develop a questionnaire assessing preschoolers’ knowledge，attitudes，and skills regarding sexual and reproductive health in preschool classes. This questionnaire was administered in the form of a survey to provide a summary evaluation of the preschoolers’ learning outcomes.
The research outcomes include：
1.Proposed a basic theoretical framework for designing game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers. The overall goal of these activities is to “cultivate preschoolers’ ability to achieve sexual and reproductive health”. The content focuses on “knowledge，attitudes，and skills related to sexual and reproductive health in preschoolers’ daily lives”. The organization of these activities follows a “ highly structured gamified teaching approach ” with evaluation aimed at “ enhancing the quality of instructional activities ”.
2. Developed an objective framework for game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers，covering 24 teaching topics from the dimensions of knowledge，attitudes，and skills.
3. Constructed a content framework for game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers，including 3 primary indicators，8 secondary indicators，and 24 tertiary indicators.
4. Established an impact assessment framework for game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers，comprising 3 primary indicators，5 secondary indicators，9 tertiary indicators，and 9 evaluation criteria.
5. Compiled a “ 3-4 Year-Old Preschoolers’ Sexual and Reproductive Health Knowledge，Attitudes，and Skills Questionnaire”，which demonstrated good reliability and validity，playing a positive role in evaluating the learning effectiveness of game-based instructional activities.
6. Designed the organizational modes for game-based instructional activities on sexual and reproductive health for 3-4 year-old preschoolers，involving three stages： introduction，development，and conclusion，each with tailored game segments and appropriate teaching strategies.
7. Developed 25 different types of game-based instructional activities for 3-4 year-old preschoolers，including sensory perception games，intellectual game，symbolic games，rule-based games，and picture book story games，providing specific design cases for sexual and reproductive education in kindergartens. It involves designing teaching aids tailored to the developmental characteristics of preschoolers，including 10 hand-drawn teaching posters，4 instructional animation videos，a set of teaching dolls（including infant and fetal dolls），and 5 sets of game props. These teaching aids exhibit good consistency in content and effectively capture preschoolers’ interest in learning.
8. This study employed both process evaluation and summative evaluation，and the results indicate that the game-based instructional activities designed in this study effectively promote the development of preschoolers’ knowledge，attitudes，and skills related to sexual and reproductive health. Process evaluation focused on content consistency，duration，strategy effectiveness，material operability，engagement，and completion of preschoolers’ classroom work. Summary evaluation revealed significant improvements (P<0.01) in preschoolers’ sexual and reproductive health knowledge，attitudes，and skills before and after participating in game-based instructional activities across three classes.
Overall，the results of this study indicate that 3-4 year-old preschoolers can understand the sexual and reproductive health content covered in game-based instructional activities relatively well，and the teaching content meets the learning needs of preschoolers in their sexual development process. Providing sexual and reproductive health education for 3-4 year-old preschoolers is feasible and effective.