智障学生学校人际适应性的调查研究

发布时间：2018-11-13 10:01

【摘要】：智障学生学校人际适应性指的是智障学生在为了满足自身交往需要,达到自我身心与教师、同学之间的协调状态所进行的自我调节过程中形成的心理能力,是智障学生人际交往状况的一个重要体现,同时也是智障学生人际交往顺利进行的保障。为了解特殊教育学校智障学生学校人际适应性的发展现状及特点,本研究采用了自编的《智障学生学校人际适应性调查问卷》为工具,以教师评定的方式对江西省10个城市37个县区的智障学生进行了调查,并使用SPSS23.0进行了相应的数据分析,得到的主要研究结论如下:(1)智障学生学校人际适应性是一个多维的结构,受其自身、家庭、学校和社会等多方面因素的影响,需要争取多方努力和支持来对其进行培养;(2)智障学生的学校人际适应性从总体上来看处于中等水平,但其各个维度的发展并不均衡。其中,学校人际认知性得分最高,略高于临界值,而学校人际反思性和学校人际互动性得分则低于了临界值,学校人际互动性的得分最低,智障学生的学校人际适应性现状需要得到重视并加以合理的方式进行培养;(3)智障学生学校人际适应性好主要表现在主动、乐于互动、热情、善于沟通、求助/助人、以及知错就改等方面;适应性较差的学生则会表现出不主动、情绪表达多情感交流少、言语表达不清晰、言语理解困难、不服从指令、不互动等问题;(4)智障学生在与自身关系紧密,熟悉度较高的项目上得分较高。因此,在智障学生的教育中应该要注重智障学生的个性化,从熟悉的事物入手来引入新事物的学习,使他们能够更快地适应新事物;(5)智障学生学校人际适应性在性别和是否独生两个项目上差异不显著,但智障学生的学校人际适应性在障碍程度、年级、地区和是否有学生干部经历项目上差异显著,具体表现为:学生的智力障碍程度越低,其学校人际适应性发展得越好;培智中段智障学生的学校人际适应性最好,其次为培智高段,培智低段最差;市级特殊教育学校的智障学生学校人际适应性明显优于县级特殊教育学校;有学生干部经历的智障学生学校人际适应性明显优于没有过相关经历的学生。在数据分析之后,笔者选取了10名从教经验丰富的培智教师进行访谈,验证了问卷调查的结果,并对智障学生人际适应性的影响因素和培养方式进行了探讨。最后,笔者在以上研究结论的基础上提出了相关的教育建议。
[Abstract]:Interpersonal adaptability in schools for mentally handicapped students refers to the psychological ability of students with mental disabilities in the process of self-regulation in order to meet the needs of their own communication and to achieve the self-coordination between body and mind and teachers and classmates. It is an important embodiment of the interpersonal communication of the mentally handicapped students, and it is also the guarantee of the smooth development of the interpersonal communication of the mentally handicapped students. In order to understand the present situation and characteristics of interpersonal adaptability of mentally handicapped students in special education schools, a self-designed questionnaire on interpersonal adaptability of mentally handicapped students was used as a tool. A survey of mentally handicapped students in 37 counties in 10 cities of Jiangxi Province was carried out by means of teacher assessment, and the corresponding data were analyzed by using SPSS23.0. The main conclusions are as follows: (1) interpersonal adaptability of mentally handicapped students is a multi-dimensional structure, which is influenced by their own, family, school and society, and so on. (2) the school interpersonal adaptability of mentally handicapped students is in the middle level, but the development of each dimension is not balanced. Among them, the school interpersonal cognition score is the highest, slightly higher than the critical value, while the school interpersonal reflection and school interpersonal interaction score is lower than the critical value, the school interpersonal interaction score is the lowest. The present situation of school interpersonal adaptability of mentally handicapped students needs to be paid attention to and cultivated in a reasonable way. (3) the interpersonal adaptability of the mentally handicapped students is mainly reflected in the following aspects: initiative, willingness to interact, enthusiasm, good communication, help / help, and error-learning; The students with poor adaptability will not take the initiative, emotional expression more than emotional communication, speech expression is not clear, speech understanding difficulties, do not accept instructions, do not interact and so on; (4) students with mental retardation scored higher in the items with close relationship and high familiarity. Therefore, in the education of students with mental retardation, we should pay attention to the individuation of students with intellectual disabilities, introduce the learning of new things from familiar things, so that they can adapt to new things more quickly. (5) there was no significant difference in interpersonal adaptability between male and female students with mental retardation, but there were significant differences in the degree of obstacle, grade, area and whether there were student cadres in the school interpersonal adaptability of students with mental retardation. The specific manifestations are as follows: the lower the degree of mental retardation, the better the development of interpersonal adaptability; The interpersonal adaptability of the mentally handicapped students was the best in the middle part of the school, followed by the high segment and the low stage, and the interpersonal adaptability of the mentally handicapped students in the municipal special education school was obviously better than that in the county special education school. The interpersonal adaptability of mentally retarded students with student cadres was obviously better than that of students without relevant experience. After the data analysis, the author selected 10 teachers with rich teaching experience for interviews, verified the results of the questionnaire, and discussed the influencing factors and cultivation methods of interpersonal adaptability of students with intellectual disabilities. Finally, the author puts forward the relevant educational suggestions on the basis of the above conclusions.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764

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