【摘要】：3-6歲，是孩子發(fā)育的黃金時(shí)期，因?yàn)�，這個(gè)年齡段是孩子一生中詞匯量增長最快的時(shí)期，是語言飛速發(fā)展的時(shí)期；是孩子一生中智力發(fā)展最迅速的時(shí)期；是孩子個(gè)性形成的關(guān)鍵時(shí)期。由于視力的缺失，視障兒童的活動能力受到限制，對事物的認(rèn)識具有片面性，社會交往能力嚴(yán)重不足。對3-6歲這一階段的視障兒童來說，沒有合適的教育機(jī)構(gòu)對其進(jìn)行專門的教育訓(xùn)練，家庭教育便有了舉足輕重的作用。親子互動是家庭教育的重要形式，孩子的認(rèn)知、情感、社交等各方面能力都在親子互動中得到一定的發(fā)展，視障兒童更需要在互動中獲得發(fā)展。 本研究是在多年特殊教育工作經(jīng)驗(yàn)的基礎(chǔ)上，結(jié)合學(xué)前教育專業(yè)的背景，運(yùn)用文獻(xiàn)法、訪談法和觀察法對12個(gè)3-6歲視障兒童家庭的親子互動狀況進(jìn)行的研究。 緒論部分主要闡述了選題的緣由、目的、意義、方法并進(jìn)行了相關(guān)的文獻(xiàn)研究綜述。 第一部分，3-6歲視障兒童親子互動的概念及價(jià)值分析。本部分主要介紹了概念，并從親子互動對視障兒童社會化、認(rèn)知、心理健康、身體發(fā)展方面的影響，，對家長的影響及對親子關(guān)系的影響三個(gè)層面進(jìn)行了價(jià)值分析。 第二部分，3-6歲視障兒童親子互動的問題及成因分析。問題：視障兒童的親子互動出現(xiàn)了互動主體單一、互動內(nèi)容單調(diào)、互動頻率及深度低、互動方式不夠豐富等問題。成因：視障兒童的家庭教養(yǎng)方式、父母自身素質(zhì)、父母婚姻狀況、家庭結(jié)構(gòu)特點(diǎn)、視障兒童自身特點(diǎn)等多種因素都成為引發(fā)親子互動問題的誘因。家長缺少對視障兒童身心特點(diǎn)的了解以及相關(guān)特殊教育知識；視障兒童外形特征上的變化、缺少目光交流等也都是原因之一。本部分主要對上述內(nèi)容進(jìn)行了闡述。 第三部分，提升3-6歲視障兒童親子互動質(zhì)量的對策。本部分針對3-6歲視障兒童親子互動中出現(xiàn)的問題，提出了一些有針對性的對策，如：家長在親子互動中應(yīng)該尊重視障兒童、盡量讓他全程參與；選擇適合視障兒童的生活自理能力訓(xùn)練、定向行走能力訓(xùn)練等使互動內(nèi)容更加豐富；采用興趣入手、實(shí)物運(yùn)用、親子共讀、循序漸進(jìn)等方法進(jìn)行互動；整合社會上的多種資源。
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G761;G78

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