随班就读学生同伴交往的调查研究
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摘要
同伴交往是儿童社会性发展的基石,同伴交往经验有助于儿童进行自我重建。同伴交往不易简单量化,它既无特定程序也无固定方法,在普通学校就读的随班就读学生在这方面的发展容易受限制。虽然当前国内关于同伴交往的研究比较丰富,但针对在普通学校随班就读的特殊儿童的同伴交往的实证研究还很少。
本研究以川渝两地随班就读小学生为主要研究对象,采用问卷调查和个案研究相结合的方法,调查了随班就读小学生的同伴交往现状,通过与普通小学生同伴交往状况的对比,了解随班就读特殊儿童同伴交往的动态过程,全面分析随班就读特殊儿童同伴关系的影响因素,以期为发展随班就读学生的同伴交往能力提供一定参考。
本研究的结果表明：
1.普通学生与随班就读学生在同伴交往方面存在极其显著差异,普通学生在同伴交往意愿、同伴交往行为、同伴交往能力、同伴交往总分上都优于随班就读学生。
2.不同性格类型的随班就读学生在同伴交往意愿、交往能力上的差异极其显著,在交往行为、同伴交往总分上差异显著。
3.不同障碍类型的随班就读学生在同伴交往意愿、同伴交往行为、同伴交往能力、同伴交往总分上都存在显著差异；
4.在随班就读学生的日常同伴交往中,有效的同伴交往策略对改善其同伴交往状况有一定的促进作用；
5.影响随班就读学生同伴交往的因素有：特殊学生自身存在的缺陷；同学对特殊学生的认识与了解；家长对孩子同伴交往的关注；教师对特殊儿童同伴交往重要性的认识。
基于以上研究结果,研究者提出了适当转变随班就读学生的教育重心,启动家庭、学校和社区全面的支持系统,运用多种方法训练语言理解与表达能力,采用行为塑造法促进目标行为的达到,激发随班就读学生的同伴交往意愿,利用视觉优势采取社会故事和漫画式谈话等维持交往持续性等教育建议。
Peer interaction is the cornerstone of children's social development, and peer interaction experiences contribute to children's self-reconstruction. Because peer interaction is not easy to quantify and there is no specific program or fixed method, students learning in regular classroom in ordinary schools more easily restricted in this area. At present, the domestic research on peer interaction is relatively abundant, but little empirical research for the Mainstreaming of children with special needs in ordinary schools.
The Main Objects of study are from pupils of Sichuan and Chongqing. Using both questionnaire surveys and case studies to survey the situation of peer interaction of the primary school students learning in regular class. By contrasting with the situation of ordinary primary student peer interaction, to understand the dynamic process of peer interaction of children with special needs and to give a comprehensive analysis of factors affecting Mainstreaming special children's peer relationships. The study is used to provide a theoretical reference for the development of peer skills of Mainstreaming students.
The research results show that:
1. In peer interaction between Ordinary students and Mainstreaming students, there are large differences. Peer interaction of ordinary students better than regular class students in the will of the peer interaction, peer interaction behavior, peer skills and peer interaction score;
2. Between Mainstreaming students of different personality types, the difference is extremely significant in the will of the peer and the interaction skills, the difference is significant in peer interaction behavior and peer interaction score.
3. There are significant differences in all aspects of peer interaction of the Mainstreaming students of the different types of disorders;
4. In the Mainstreaming students'daily peer interaction, peer interaction strategies can improve the status of peer interaction;
5. The factors that affect the case of peer interaction are including:the defects of the special students; students'awareness and understanding to the special students; parents'attention to the children's peer interaction; teachers'understanding to the special children of the importance of peer interaction.
Based on the above findings, the researchers give certain suggestion. The first is to change Mainstreaming student's focus of the education. The second is to start a comprehensive support system of family, school and community.The third is to use variety methods to train understanding and language skills and to use behavior shaping method to promote achieve the target behavior..And there are some education suggestions such as:to stimulate Mainstreaming peer interaction will, taking social stories and comic talk to maintain contacts.
本研究以川渝两地随班就读小学生为主要研究对象,采用问卷调查和个案研究相结合的方法,调查了随班就读小学生的同伴交往现状,通过与普通小学生同伴交往状况的对比,了解随班就读特殊儿童同伴交往的动态过程,全面分析随班就读特殊儿童同伴关系的影响因素,以期为发展随班就读学生的同伴交往能力提供一定参考。
本研究的结果表明：
1.普通学生与随班就读学生在同伴交往方面存在极其显著差异,普通学生在同伴交往意愿、同伴交往行为、同伴交往能力、同伴交往总分上都优于随班就读学生。
2.不同性格类型的随班就读学生在同伴交往意愿、交往能力上的差异极其显著,在交往行为、同伴交往总分上差异显著。
3.不同障碍类型的随班就读学生在同伴交往意愿、同伴交往行为、同伴交往能力、同伴交往总分上都存在显著差异；
4.在随班就读学生的日常同伴交往中,有效的同伴交往策略对改善其同伴交往状况有一定的促进作用；
5.影响随班就读学生同伴交往的因素有：特殊学生自身存在的缺陷；同学对特殊学生的认识与了解；家长对孩子同伴交往的关注；教师对特殊儿童同伴交往重要性的认识。
基于以上研究结果,研究者提出了适当转变随班就读学生的教育重心,启动家庭、学校和社区全面的支持系统,运用多种方法训练语言理解与表达能力,采用行为塑造法促进目标行为的达到,激发随班就读学生的同伴交往意愿,利用视觉优势采取社会故事和漫画式谈话等维持交往持续性等教育建议。
Peer interaction is the cornerstone of children's social development, and peer interaction experiences contribute to children's self-reconstruction. Because peer interaction is not easy to quantify and there is no specific program or fixed method, students learning in regular classroom in ordinary schools more easily restricted in this area. At present, the domestic research on peer interaction is relatively abundant, but little empirical research for the Mainstreaming of children with special needs in ordinary schools.
The Main Objects of study are from pupils of Sichuan and Chongqing. Using both questionnaire surveys and case studies to survey the situation of peer interaction of the primary school students learning in regular class. By contrasting with the situation of ordinary primary student peer interaction, to understand the dynamic process of peer interaction of children with special needs and to give a comprehensive analysis of factors affecting Mainstreaming special children's peer relationships. The study is used to provide a theoretical reference for the development of peer skills of Mainstreaming students.
The research results show that:
1. In peer interaction between Ordinary students and Mainstreaming students, there are large differences. Peer interaction of ordinary students better than regular class students in the will of the peer interaction, peer interaction behavior, peer skills and peer interaction score;
2. Between Mainstreaming students of different personality types, the difference is extremely significant in the will of the peer and the interaction skills, the difference is significant in peer interaction behavior and peer interaction score.
3. There are significant differences in all aspects of peer interaction of the Mainstreaming students of the different types of disorders;
4. In the Mainstreaming students'daily peer interaction, peer interaction strategies can improve the status of peer interaction;
5. The factors that affect the case of peer interaction are including:the defects of the special students; students'awareness and understanding to the special students; parents'attention to the children's peer interaction; teachers'understanding to the special children of the importance of peer interaction.
Based on the above findings, the researchers give certain suggestion. The first is to change Mainstreaming student's focus of the education. The second is to start a comprehensive support system of family, school and community.The third is to use variety methods to train understanding and language skills and to use behavior shaping method to promote achieve the target behavior..And there are some education suggestions such as:to stimulate Mainstreaming peer interaction will, taking social stories and comic talk to maintain contacts.
引文
[1]2007年中国残疾人事业发展统计公报.[DB/CD].http://www·cdpforg·cn/sytj/content/2008-05/12/content_25056403_2·htm
[2]中华人名共和国教育部2009年全国教育事业发展统计公报.[DB/CD].http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_1485/201008/xxgk_93763.html
[3]牛玉柏,刘泽文等.家长对残疾儿童随班就读态度研究[J].中国康复理论与实践,2005(1)：73
[1]马克思、恩格斯.马克思恩格斯全集[M].北京：人民出版社,1961：515
[1]俞国良.社会心理学[M].北京：北京师范大学出版社,2006：354
[1]顾明远主编.教育大辞典[M].上海：上海教育出版社,1990：264
[2]华国栋.随班就读教学[M]北京：华夏出版社,2000.3
[3]黄志成.试论全纳教育的价值取向[J].外国教育研究.2001(3)：17-22
[4]黄志成.全纳教育展望—对全纳教育发展近10年的若干思考[J].全球教育展望.2003(5)：29-33
[5]罗琳.“全纳教育”理念下的聋哑生随班就读综合学校建筑设计[D],西安建筑科技大学,2010
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[2]中华人名共和国教育部2009年全国教育事业发展统计公报.[DB/CD].http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_1485/201008/xxgk_93763.html
[3]牛玉柏,刘泽文等.家长对残疾儿童随班就读态度研究[J].中国康复理论与实践,2005(1)：73
[1]马克思、恩格斯.马克思恩格斯全集[M].北京：人民出版社,1961：515
[1]俞国良.社会心理学[M].北京：北京师范大学出版社,2006：354
[1]顾明远主编.教育大辞典[M].上海：上海教育出版社,1990：264
[2]华国栋.随班就读教学[M]北京：华夏出版社,2000.3
[3]黄志成.试论全纳教育的价值取向[J].外国教育研究.2001(3)：17-22
[4]黄志成.全纳教育展望—对全纳教育发展近10年的若干思考[J].全球教育展望.2003(5)：29-33
[5]罗琳.“全纳教育”理念下的聋哑生随班就读综合学校建筑设计[D],西安建筑科技大学,2010
[1] Foot, H. C., Morgan, M. J. and Shute, R.:H. (Eds), Children Helping Children:Chichester [M], wilev,1990
[2]李幼穗.儿童社会性发展及其培养[M].上海：华东师范大学出版社,2004(11)：125
[3] Hartup, W. W. Social relationships and their developmental significance. American Psychologist, 1989,44:120-126
[41朱智贤.心理学大辞典[M].北京：北京师范大学出版社.1989：316
[5]张文新.儿童社会性发展[M].北京：北京师范大学出版社.1999(8)：133
[6]李幼穗.儿童社会性发展及其培养[M].上海：华东师范大学出版社,2004(11)：125
[1]Gra v C. Teaching children with autism to "read" social situations. In:K. A. Quill. Teaching children with autism Strategies to enhance communication and socialization. Albany,NY:Delmar Publishers.1995.219-241
[2] Gray C. The new social story book(Illustrated Ed). Arlington,TX:Future Horizons.2000.16
[1]胡彦玮.随班就读轻度智力残疾学生语文能力个案研究[D].华东师范大学硕士论文.2010(5)
[1]张文新.儿童社会性发展[M].北京：北京师范大学出版社,2002：385.
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