听力障碍儿童情绪理解研究
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摘要
听障儿童是一个特殊的残疾人群体,他们容易产生不信任、固执和急躁等多种行为问题。已有研究发现,情绪理解困难是导致这些行为问题的重要原因之一。但现有的情绪理解研究多以西方文化背景为基础,集中探讨普通儿童情绪理解某一个或几个成分的发展特点,缺少在中国文化背景下对听障儿童情绪理解状况的全面考察。本研究尝试系统探索中国听障儿童(幼儿、一年级、三年级和五年级)情绪理解能力发展的状况,根据研究结果设计并实施干预课程,以期改善听障儿童的人际沟通能力,增强其社会适应性,提高其生活质量,帮助他们更好地回归主流社会。
情绪理解是个体对情绪外部状态和情绪内部心理状态及其过程的理解,包括三个纬度,涵盖十个成分,这三个纬度分别为:(1)外部情绪理解,包括表情识别、情绪情景识别和提示物理解三个成分;(2)内部情绪状态理解,包括愿望理解、信念理解和情绪表达规则理解三个成分;(3)反思情绪理解,包括混合情绪理解、道德情绪理解、情绪调节理解和情绪原因理解四个成分。
本研究由六个相互联系、层层递进的分研究组成。研究一编制了儿章情绪理解问卷,以考察儿童情绪理解的发展特点。研究二应用儿童情绪理解问卷对幼儿、小学一年级、三年级和五年级儿童的情绪理解发展特点进行研究,为听障儿童情绪理解研究提供参照依据。研究发现,儿童的情绪理解水平随着年级的增长而提高,性别对情绪理解水平的影响不显著,年级和性别的交互作用不显著。
研究三、研究四和研究五分别考察了听力障碍儿童外部情绪理解、内部情绪状态理解和反思情绪理解的发展特点。研究发现:(1)听力障碍儿童的情绪理解水平显著低于普通儿童;(2)听力障碍儿童的情绪理解水平随着年级的增长而提高;(3)在听障幼儿中,情绪情景识别的性别差异显著,男生显著优于女生;(4)性别对除情绪情景识别外的其他情绪理解成分影响不显著;(5)年级和性别对情绪理解的交互作用不显著;(6)父母的听力状况对外部情绪理解和反思情绪理解的影响显著。
研究六探讨自编情绪理解干预课程对提高听障幼儿情绪理解水平的功效。研究发现,在完成情绪理解干预课程后,听障幼儿的外部情绪理解和内部情绪状态理解获得了显著改善。情绪理解干预课程对提高听障幼儿的情绪理解水平是有效和可行的。
Children with hearing disability are a colossal special colony, and they show many behavioral problems such as distrust, obstinacy, impatience and other behavioral issues. Studies showed that the difficulty of emotion understanding is an important reason of all these problems. But present research of emotion understanding mainly based on the western cultural background, which focused on the developmental characteristics of one or more components of emotion understanding of normal children, lacking of overall review of emotion understanding situation of children with hearing disability. Hereby, this research try to explore the situation of Chinese children with hearing disability (kindergarten children, grade one, grade three and grade five) emotion understanding systematically, and carry out effective measures according to the result of research, in expecting for improving the capacity of communication among human beings, strengthening the accommodation of society and life quality, helping them to better return to mainstream society.
This research considered that emotion understanding is the understanding of external and mental emotional situation and their processes. It mainly consists of three latitudes and ten components. They are the phase of understanding of external emotion, which consists of three components of facial expressions recognition, emotion situation recognition and the understanding of reminder influence to present emotion; the phase of understanding of mental emotion situation, which mainly consists of three components of the understanding of desire and belief on emotion and emotional display rules; the phase of understanding of reflective emotion, which consists of the understanding of mixed emotion, morality emotion, emotional regulation and emotion cause.
This research consists of six interosculant and forwarding sub-researches. Research one firstly constituted children emotion understanding questionnaire in expecting for checking the emotion understanding of children. Then research two explored the developmental characteristics of emotion understanding of normal kindergarten children and normal children of grade one, grade three and grade five using the emotion understanding questionnaire of children, thus offered the foundation for research of emotion understanding of children with hearing disability. Results indicated that the level of emotion understanding of normal children gradually increased with the growth of grade. There were no significant gender differences, and grade as well as gender interaction effect were not remarkable.
Research three, four and five respectively examined the developmental characteristics of external emotion understanding, mental emotion understanding and reflective emotion understanding of children with hearing disability. It finally found out that: (1)The level of emotion understanding of children with hearing disability is lower than normal children. (2)The level of emotion understanding improved with the increase of grade. (3)There were significant gender differences in emotion situation recognition of kindergarten children with hearing disability, the scores of boys is prominently higher than that of girls. (4)There were no significant gender differences in emotion understanding except emotion situation recognition. (5)Grade as well as gender interaction effect in the emotion understanding were not remarkable. (6)The level of external emotion understanding and reflective emotion understanding will be significantly influenced by the hearing condition of children's parents.
Based on the foregoing researches, research six discussed the effort of the intervention courses to level of emotion understanding of the kindergarten children with hearing disability. The kindergarten children got obvious improvement on external and mental emotion understanding through intervention. The emotion understanding intervention courses is effective and reasonable for improving the level of emotion understanding of the kindergarten children.
情绪理解是个体对情绪外部状态和情绪内部心理状态及其过程的理解,包括三个纬度,涵盖十个成分,这三个纬度分别为:(1)外部情绪理解,包括表情识别、情绪情景识别和提示物理解三个成分;(2)内部情绪状态理解,包括愿望理解、信念理解和情绪表达规则理解三个成分;(3)反思情绪理解,包括混合情绪理解、道德情绪理解、情绪调节理解和情绪原因理解四个成分。
本研究由六个相互联系、层层递进的分研究组成。研究一编制了儿章情绪理解问卷,以考察儿童情绪理解的发展特点。研究二应用儿童情绪理解问卷对幼儿、小学一年级、三年级和五年级儿童的情绪理解发展特点进行研究,为听障儿童情绪理解研究提供参照依据。研究发现,儿童的情绪理解水平随着年级的增长而提高,性别对情绪理解水平的影响不显著,年级和性别的交互作用不显著。
研究三、研究四和研究五分别考察了听力障碍儿童外部情绪理解、内部情绪状态理解和反思情绪理解的发展特点。研究发现:(1)听力障碍儿童的情绪理解水平显著低于普通儿童;(2)听力障碍儿童的情绪理解水平随着年级的增长而提高;(3)在听障幼儿中,情绪情景识别的性别差异显著,男生显著优于女生;(4)性别对除情绪情景识别外的其他情绪理解成分影响不显著;(5)年级和性别对情绪理解的交互作用不显著;(6)父母的听力状况对外部情绪理解和反思情绪理解的影响显著。
研究六探讨自编情绪理解干预课程对提高听障幼儿情绪理解水平的功效。研究发现,在完成情绪理解干预课程后,听障幼儿的外部情绪理解和内部情绪状态理解获得了显著改善。情绪理解干预课程对提高听障幼儿的情绪理解水平是有效和可行的。
Children with hearing disability are a colossal special colony, and they show many behavioral problems such as distrust, obstinacy, impatience and other behavioral issues. Studies showed that the difficulty of emotion understanding is an important reason of all these problems. But present research of emotion understanding mainly based on the western cultural background, which focused on the developmental characteristics of one or more components of emotion understanding of normal children, lacking of overall review of emotion understanding situation of children with hearing disability. Hereby, this research try to explore the situation of Chinese children with hearing disability (kindergarten children, grade one, grade three and grade five) emotion understanding systematically, and carry out effective measures according to the result of research, in expecting for improving the capacity of communication among human beings, strengthening the accommodation of society and life quality, helping them to better return to mainstream society.
This research considered that emotion understanding is the understanding of external and mental emotional situation and their processes. It mainly consists of three latitudes and ten components. They are the phase of understanding of external emotion, which consists of three components of facial expressions recognition, emotion situation recognition and the understanding of reminder influence to present emotion; the phase of understanding of mental emotion situation, which mainly consists of three components of the understanding of desire and belief on emotion and emotional display rules; the phase of understanding of reflective emotion, which consists of the understanding of mixed emotion, morality emotion, emotional regulation and emotion cause.
This research consists of six interosculant and forwarding sub-researches. Research one firstly constituted children emotion understanding questionnaire in expecting for checking the emotion understanding of children. Then research two explored the developmental characteristics of emotion understanding of normal kindergarten children and normal children of grade one, grade three and grade five using the emotion understanding questionnaire of children, thus offered the foundation for research of emotion understanding of children with hearing disability. Results indicated that the level of emotion understanding of normal children gradually increased with the growth of grade. There were no significant gender differences, and grade as well as gender interaction effect were not remarkable.
Research three, four and five respectively examined the developmental characteristics of external emotion understanding, mental emotion understanding and reflective emotion understanding of children with hearing disability. It finally found out that: (1)The level of emotion understanding of children with hearing disability is lower than normal children. (2)The level of emotion understanding improved with the increase of grade. (3)There were significant gender differences in emotion situation recognition of kindergarten children with hearing disability, the scores of boys is prominently higher than that of girls. (4)There were no significant gender differences in emotion understanding except emotion situation recognition. (5)Grade as well as gender interaction effect in the emotion understanding were not remarkable. (6)The level of external emotion understanding and reflective emotion understanding will be significantly influenced by the hearing condition of children's parents.
Based on the foregoing researches, research six discussed the effort of the intervention courses to level of emotion understanding of the kindergarten children with hearing disability. The kindergarten children got obvious improvement on external and mental emotion understanding through intervention. The emotion understanding intervention courses is effective and reasonable for improving the level of emotion understanding of the kindergarten children.
引文
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