8-16岁聋儿创造思维能力及相关因素的分析

发布时间：2018-03-25 18:31

本文选题：聋儿　切入点：创造思维能力　出处：《大连医科大学》2008年硕士论文

【摘要】： 目的:了解8-16岁聋儿与正常儿童创造思维能力的差异,同时探讨相关因素对聋儿创造思维能力的影响,从而保护并促进聋儿创造力的发展。方法:以沈阳和大连两地五所特殊教育学校年龄8-16周岁的听力残疾学生为观察组(聋儿组),共122名。根据年龄、性别与观察组相匹配,并按学号随机抽取沈阳和大连两地四所普通中小学正常听力学生为对照组(正常儿童组),共144名。对两组进行新编创造思考测验和联合型瑞文智力测验。应用SPSS软件包进行统计分析。采用t检验、卡方检验、多元线性回归等统计方法。结果:①聋儿组的语文流畅力、语文变通力、语文独创力、图形变通力、IQ值低于正常儿童组(P0.05),聋儿组的图形精进力高于正常儿童组(P0.05),两组的图形流畅力和图形独创力的差异无统计学意义(P0.05)。②聋儿语文流畅力与年龄、母亲学历呈正相关(P0.05),与耳聋分级呈负相关(P0.05),这三个因素的影响作用由大到小依次为年龄、母亲学历、耳聋分级。③聋儿语文变通力与母亲学历、双语教育年限呈正相关(P0.05),与耳聋分级呈负相关(P0.05),这三个因素的影响作用由大到小依次为双语教育年限、耳聋分级、母亲学历。④聋儿语文独创力与年龄(P0.05)呈正相关。⑤聋儿图形流畅力与手语使用年限呈正相关(P0.05)。⑥聋儿图形变通力与手语使用年限呈正相关(P0.05),与耳聋分级呈负相关(P0.05),这两个因素的影响作用由大到小依次为手语使用年限、耳聋分级。⑦聋儿图形独创力与父亲学历、手语使用年限呈正相关(P0.05),这两个因素的影响作用由大到小依次为手语使用年限、父亲学历。⑧聋儿图形精进力与父亲学历、手语使用年限呈正相关(P"f0.05),与年龄、耳聋分级呈负相关(P0.05),这四个因素的影响作用由大到小依次为手语使用年限、年龄、耳聋分级、父亲学历。结论:①聋儿的创造思维能力与正常儿童有差异。其中聋儿的语文创造思维能力低于正常儿童,聋儿的图形流畅力和图形独创力与正常儿童无明显差异,聋儿的图形变通力低于正常儿童,聋儿的图形精进力高于正常儿童。②聋儿的智力低于正常儿童,对其创造思维能力无明显影响。③手语是聋儿图形创造思维能力的主要影响因素。手语使用时间越长,图形创造思考能力越强。
[Abstract]:Objective: to investigate the difference between the creative thinking ability of deaf children aged 8 to 16 years old and normal children, and to explore the influence of relevant factors on the creative thinking ability of deaf children, so as to protect and promote the development of creativity of deaf children. Methods: a total of 122 deaf children with hearing disabilities aged 8 to 16 years old from five special education schools in Shenyang and Dalian were enrolled in the study group, and matched with the observation group according to their age, sex and sex. Four normal listening students in Shenyang and Dalian were randomly selected as control group (normal children group, a total of 144). The two groups were tested with creative thinking test and combined Raven intelligence test. SPSS was used. Software package for statistical analysis. T test, Chi-square test, multiple linear regression and other statistical methods. Results the Chinese fluency, Chinese flexibility and Chinese originality of the deaf children group, The IQ value of graphic flexibility was lower than that of normal children (P0.05), and that of deaf children was higher than that of normal children (P0.05). There was no significant difference in graphic fluency and graphic originality between the two groups. There was a positive correlation between mother's education and deafness grade (P 0.05), and a negative correlation between them and deafness grade. The effects of these three factors were age, mother's education, deaf child's Chinese flexibility and mother's education. The number of years of bilingual education was positively correlated with P0.05, and negatively correlated with the grade of deafness. The effect of these three factors was from big to small in the order of years of bilingual education and grade of deafness. (5) graphic fluency of deaf children is positively correlated with sign language service life. There is a positive correlation between graphic flexibility and sign language service life of deaf children (P0.05), and negative correlation with deafness grade (P0.05). The effect of the two factors is from big to small in the order of sign language service life, Deafness grade .7 the graphic originality of deaf children was positively correlated with their father's education, and the service life of sign language was positively correlated with P0.05. the effect of these two factors was from big to small in the order of sign language service life, and the father's degree was .8 the graphic improvement ability of deaf children was related to their father's education. There was a positive correlation between the service life of sign language (P "f 0.05) and age and deafness grade (P 0.05). The effect of these four factors was as follows: sign language service life, age, deafness grade and father's education. Conclusion the creative thinking ability of deaf children is different from that of normal children, the Chinese creative thinking ability of deaf children is lower than that of normal children, and there is no significant difference between deaf children and normal children. The graphic flexibility of deaf children is lower than that of normal children, and the graphic preciseness of deaf children is higher than that of normal children .2 the intelligence of deaf children is lower than that of normal children. The sign language has no obvious influence on the creative thinking ability of deaf children, and the longer the sign language is used, the stronger the creative thinking ability of the deaf children is.
【学位授予单位】：大连医科大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G762

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