本研究以170名二、四、六年级小学儿童为对象,运用情境故事法,从情绪状态理解、情绪原因理解和情绪调控理解三个维度探讨其情绪理解的发展特点。结果发现:小学儿童情绪理解的发展是一个平缓而渐进的过程;小学儿童能够对情绪原因做出情境性解释和心因性解释;小学儿童情绪状态理解和情绪调控理解性别差异不显著,六年级女生情绪原因理解水平显著高于男生;小学儿童情绪理解成分的发展具有层次性。 In this study, 170 primary, secondary, grade 4 and 6 primary school children were used as subjects to explore the developmental features of emotional understanding from the three dimensions of emotional state understanding, emotional reason understanding and emotional regulation understanding. The results showed that the development of primary school children’s emotional understanding was a gradual and gradual process. Elementary school children could make situational explanations and psychogenic explanations of emotional causes. There was no significant gender difference in primary school children’s emotional state understanding and emotion regulation understanding. Grade 6 The level of emotional understanding of girls was significantly higher than that of boys; the development of emotional understanding of primary school children was hierarchical.