合作游戏对3-5岁语障儿童同伴关系的影响研究

发布时间：2018-02-15 13:48

本文关键词： 3-5岁语障儿童同伴关系合作游戏干预　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：同伴关系对儿童的全面健康发展意义重大,然而现实情况中有许多语障儿童因为其自身的语障问题难以收获良好的同伴交往经验,同伴关系情况亟待改善。合作游戏是儿童游戏活动的重要内容,幼儿园一日生活中适宜地开展合作游戏能够有效的促进语障儿童社会性的发展,并对语障儿童的心理健康和同伴关系的改善起到特殊的作用。因此,本研究使用合作游戏的方式对3-5岁语障儿童进行教育干预,试图探讨合作游戏对语障儿童同伴关系的影响作用。研究采用分组前后测的实验设计,以21名3-5岁语障儿童为研究对象,根据同伴提名情况平均分为实验组和对照组。然后,对11名实验组儿童进行每周2次,每次30分钟左右,为期两个半月的干预活动,对照组儿童不做处理。通过前后测结果比较得到如下结论:(1)合作游戏干预前,被试儿童的同伴交往能力低于普通儿童,被试儿童中实验组儿童和对照组儿童的同伴交往能力总分和各维度得分差异不显著,干预后,实验组儿童在同伴交往能力总分、社交主动性得分、社交障碍得分、语言与非语言能力得分上均有显著提升,且社交主动性得分的提升极其显著;(2)对照组语障儿童没有经过合作游戏干预,干预周期前后的同伴交往能力基本没有变化,并且随着儿童自身的生长发展和不断成熟,语言与非语言能力会出现较为明显的倒退现象;(3)合作游戏干预前,被试儿童的同伴关系情况较差,实验组和对照组语障儿童同伴提名情况差异不显著,干预后,实验组语障儿童的正提名分数显著上升,负提名分数显著下降,同伴关系得到改善;(4)对照组儿童干预前后正提名分数没有明显变化,负提名分数明显上升,且差异性极其显著,同伴关系状况向不良方向发展;(5)实验组语障儿童在合作游戏干预过程中出现更多亲社会行为、能够更好的掌握游戏规则、同伴关系明显改善、语言表达能力有所提高,对照组语障儿童改变相对不明显;(6)三名个案儿童中,小G和小D经过合作游戏干预后同伴关系得到明显改善,小P同伴关系变化不明显,三名个案儿童同伴交往能力均有一定程度的提高。在得到的实验研究结论的基础上,研究者探讨了合作游戏对改善3-5岁语障儿童同伴关系的作用机制,并根据实验研究过程和结果的启示提出以下建议:(1)政府要继续为特殊儿童的发展提供相关政策支持;(2)幼儿园应鼓励教师通过合作方式为语障儿童的特殊需要提供帮助;(3)教师在改善儿童语障问题时应注重使用合作游戏来发挥良好同伴关系的作用;(4)通过家园互动共同组织开展亲子合作游戏,促进语障儿童的全面发展。
[Abstract]:Peer relationship is of great significance to the overall and healthy development of children. However, in reality, many children with language disabilities are unable to gain good peer interaction experience because of their own language barrier problems. The situation of peer relationship needs to be improved urgently. Cooperative play is an important part of children's play activities. In 1st, cooperative play can effectively promote the social development of children with language impairment. It also plays a special role in the improvement of mental health and peer relationship of children with language impairment. Therefore, this study used cooperative games to intervene in the education of children with language disabilities aged 3-5 years. The purpose of this study was to explore the effect of cooperative play on peer relationship of children with language disabilities. 21 children with language disabilities aged 3-5 years were divided into experimental group and control group on average according to their peer nomination. Eleven children in the experimental group were given two and a half months of intervention twice a week for about 30 minutes, while the children in the control group were not treated. By comparing the results before and after the test, we got the following conclusion: 1) before the intervention of cooperative games, The children in the experimental group and the control group had no significant difference in the total scores and dimensions of peer communication ability. After intervention, the children in the experimental group had the total score of peer communication ability. The scores of social initiative, social disorder, language and non-verbal ability were significantly improved, and the scores of social initiative were significantly improved. Before and after the intervention cycle, the ability of peer interaction was basically unchanged, and with the development and maturity of children themselves, language and non-verbal ability would appear a more obvious regression phenomenon before the intervention of cooperative games. There was no significant difference in peer nomination between the experimental group and the control group. After intervention, the positive nomination score of the language impaired children in the experimental group increased significantly, but the negative nomination score decreased significantly. Peer relationship was improved. (4) there was no significant change in the positive nomination score, but the negative nomination score increased significantly in the control group before and after intervention, and the difference was extremely significant. In the experimental group, there were more pro-social behaviors in the intervention process of cooperative play, which could better grasp the rules of the game, improve the peer relationship and improve the language expression ability. In the control group, the change of children with language impairment was not obvious.) among the three cases, the peer relationship of small G and D improved obviously after the intervention of cooperative game, but the change of P peer relationship was not obvious. On the basis of the results of the experimental study, the authors explored the mechanism of cooperative play in improving the peer relationship of children with language impairment between 3 and 5 years of age. And according to the enlightenment of the experimental research process and results, the following suggestions are put forward:: 1) the government should continue to provide relevant policy support for the development of special children. (2) Kindergarten should encourage teachers to provide special needs for children with language disabilities through cooperative means. Teachers should pay attention to the use of cooperative games to play the role of good peer relationship in improving children's speech impairment. 4) Parent-child cooperative games should be organized through home interaction. To promote the comprehensive development of children with language disabilities.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.7

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