3-6岁视障儿童亲子互动的问题及对策研究

发布时间：2018-07-24 12:02

【摘要】：3-6岁，是孩子发育的黄金时期，因为，这个年龄段是孩子一生中词汇量增长最快的时期，是语言飞速发展的时期；是孩子一生中智力发展最迅速的时期；是孩子个性形成的关键时期。由于视力的缺失，视障儿童的活动能力受到限制，对事物的认识具有片面性，社会交往能力严重不足。对3-6岁这一阶段的视障儿童来说，没有合适的教育机构对其进行专门的教育训练，家庭教育便有了举足轻重的作用。亲子互动是家庭教育的重要形式，孩子的认知、情感、社交等各方面能力都在亲子互动中得到一定的发展，视障儿童更需要在互动中获得发展。本研究是在多年特殊教育工作经验的基础上，结合学前教育专业的背景，运用文献法、访谈法和观察法对12个3-6岁视障儿童家庭的亲子互动状况进行的研究。绪论部分主要阐述了选题的缘由、目的、意义、方法并进行了相关的文献研究综述。第一部分，3-6岁视障儿童亲子互动的概念及价值分析。本部分主要介绍了概念，并从亲子互动对视障儿童社会化、认知、心理健康、身体发展方面的影响，，对家长的影响及对亲子关系的影响三个层面进行了价值分析。第二部分，3-6岁视障儿童亲子互动的问题及成因分析。问题：视障儿童的亲子互动出现了互动主体单一、互动内容单调、互动频率及深度低、互动方式不够丰富等问题。成因：视障儿童的家庭教养方式、父母自身素质、父母婚姻状况、家庭结构特点、视障儿童自身特点等多种因素都成为引发亲子互动问题的诱因。家长缺少对视障儿童身心特点的了解以及相关特殊教育知识；视障儿童外形特征上的变化、缺少目光交流等也都是原因之一。本部分主要对上述内容进行了阐述。第三部分，提升3-6岁视障儿童亲子互动质量的对策。本部分针对3-6岁视障儿童亲子互动中出现的问题，提出了一些有针对性的对策，如：家长在亲子互动中应该尊重视障儿童、尽量让他全程参与；选择适合视障儿童的生活自理能力训练、定向行走能力训练等使互动内容更加丰富；采用兴趣入手、实物运用、亲子共读、循序渐进等方法进行互动；整合社会上的多种资源。
[Abstract]:The age of 3-6 is the golden age of the child's development, because this age is the period of the fastest growing vocabulary in the child's life, the period of the rapid development of language, the period of the most rapid development of intelligence in the child's life. Is the child personality formation key period. Because of the lack of eyesight, the children with visual impairment are restricted in their ability of activity, their understanding of things is one-sidedness, and their ability of social communication is seriously inadequate. For children with visual impairment aged 3-6 years, family education plays an important role in the absence of appropriate educational institutions for them to carry out special education and training. Parent-child interaction is an important form of family education. Children's cognitive, emotional, social and other abilities are developed in parent-child interaction, and children with visual impairment need to be developed in interaction. This study is based on many years of special education work experience, combined with the background of preschool education, using literature, interview and observation methods to study the parent-child interaction of 12 children with visual impairment aged 3-6 years. The introduction part mainly elaborates the reason, the purpose, the significance, the method and carries on the related literature research summary. The first part is the concept and value analysis of parent-child interaction among children with visual impairment aged 3-6 years. This part mainly introduces the concept, and analyzes the value of parent-child interaction on socialization, cognition, mental health, physical development, parents and parent-child relationship. The second part analyzes the problems and causes of parent-child interaction among children with visual impairment aged 3-6 years. Problems: the parent-child interaction of children with visual impairment appeared single interaction subject, monotonous interactive content, low frequency and depth of interaction, insufficient rich interaction style and so on. Causes: the family rearing style of visually impaired children, parents' own quality, parents' marital status, family structure characteristics, visual impaired children's own characteristics and other factors all become the inducement of parent-child interaction. The lack of parents' understanding of the physical and mental characteristics of children with visual impairment and related special education knowledge, the changes in the appearance characteristics of children with visual impairment, the lack of eye contact are also one of the reasons. This part mainly describes the above content. The third part is the countermeasures to improve the quality of parent-child interaction among children with visual impairment aged 3-6 years. In this part, aiming at the problems of parent-child interaction among children aged 3-6 years, some countermeasures are put forward, such as: parents should respect children with visual impairment in parent-child interaction, and let them participate in the whole process as far as possible; The choice of life self-care ability training for children with visual impairment, directional walking ability training to enrich the interactive content; use of interest, physical use, parent-child reading, gradual and other methods to interact; integrate social resources.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G761;G78

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