【摘要】：視力殘疾兒童是受教育對(duì)象中的重要組成部分,作為社會(huì)中較為弱勢(shì)的群體,其在智力與語(yǔ)言的發(fā)展上與普通兒童并沒(méi)有存在明顯的差異,但由于視力的缺失,在生活中,視力殘疾兒童不能像健全學(xué)生那樣通過(guò)模仿習(xí)得基礎(chǔ)的生活能力,在與人交流、合做時(shí),與健全學(xué)生也會(huì)存在心理上的差別。視力殘疾兒童在身心發(fā)展上和學(xué)習(xí)歷程中受到錯(cuò)綜復(fù)雜的因素的影響,這樣使學(xué)生對(duì)身邊的人或事物產(chǎn)生消極的態(tài)度和認(rèn)知,對(duì)學(xué)生的社會(huì)適應(yīng)性產(chǎn)生不利的影響。本論文圍繞著體驗(yàn)游戲?qū)σ暳埣矁和鐣?huì)適應(yīng)行為能力的影響進(jìn)行研究。通過(guò)針對(duì)性的體驗(yàn)游戲教學(xué)訓(xùn)練,來(lái)彌補(bǔ)學(xué)生在社會(huì)適應(yīng)行為能力方面的缺失,從而幫助視力殘疾兒童正確的認(rèn)識(shí)自己、認(rèn)識(shí)社會(huì)、并且提高社會(huì)適應(yīng)行為能力,讓他們對(duì)生活充滿(mǎn)激情和情趣,為社會(huì)的發(fā)展和文明的進(jìn)步做出自己的貢獻(xiàn)。本研究以廣州市盲人學(xué)校的視力殘疾兒童作為研究對(duì)象,采用文獻(xiàn)資料法、實(shí)驗(yàn)研究法、觀察法、實(shí)地調(diào)查法、數(shù)理統(tǒng)計(jì)法等研究方法,對(duì)實(shí)驗(yàn)的研究對(duì)象進(jìn)行為期十六周的體驗(yàn)游戲教學(xué)訓(xùn)練,對(duì)實(shí)驗(yàn)組和對(duì)照組訓(xùn)練前后的社會(huì)適應(yīng)行為能力的各項(xiàng)指標(biāo)進(jìn)行了對(duì)比分析。研究結(jié)果表明:1.體驗(yàn)游戲課可以增進(jìn)視力殘疾兒童的社會(huì)適應(yīng)行為能力,視力殘疾兒童在動(dòng)作發(fā)展、語(yǔ)言發(fā)展、生活自理能力、自我管理、社會(huì)化方面變化呈正向的發(fā)展。在實(shí)驗(yàn)組前后測(cè)數(shù)據(jù)比較結(jié)果中可以看到,體驗(yàn)游戲在這五方面具有顯著性差異,在對(duì)照組實(shí)驗(yàn)前后的組間數(shù)據(jù)比較結(jié)果中,視力殘疾兒童的改變均不明顯,證明體驗(yàn)游戲課對(duì)于學(xué)生的影響是積極的,體驗(yàn)游戲課程的效果較好。2.體驗(yàn)游戲課可以對(duì)學(xué)生不良適應(yīng)行為進(jìn)行行為修正的同時(shí)也可以增強(qiáng)學(xué)生的認(rèn)知。在實(shí)驗(yàn)組經(jīng)過(guò)體驗(yàn)游戲課之后進(jìn)行的數(shù)據(jù)比較中發(fā)現(xiàn),實(shí)驗(yàn)組在不良社會(huì)適應(yīng)行為能力的4個(gè)子指標(biāo)中都有著顯著性的差異,實(shí)驗(yàn)組與對(duì)照組后測(cè)數(shù)據(jù)結(jié)果證明體驗(yàn)游戲課對(duì)于學(xué)生不良社會(huì)適應(yīng)行為能力的改善起到一定的積極作用,幫助學(xué)生改正錯(cuò)誤的觀念樹(shù)立良好的習(xí)慣,強(qiáng)化認(rèn)知,對(duì)學(xué)生長(zhǎng)遠(yuǎn)的學(xué)習(xí)成長(zhǎng)都有著積極的作用。
[Abstract]:Children with visual disability are an important part of the educational object. As a relatively weak group in society, there is no obvious difference between the children in intelligence and language development, but because of the lack of vision, in life, Children with visual disability can not imitate the basic ability of life acquisition as sound students, and there are psychological differences between them when they communicate and work together. Children with visual disability are influenced by complicated factors in their physical and mental development and learning process, which make students have negative attitude and cognition to people or things around them, and have adverse effects on students' social adaptability. This paper focuses on the effect of experience play on the social adaptive behavior of children with visual disability. Through the targeted experience game teaching and training, to make up for the lack of social adaptive behavior of students, so as to help children with visual disabilities to understand themselves correctly, to understand society, and to improve the ability of social adaptive behavior. Let them full of passion and interest in life, for the development of society and the progress of civilization to make their own contribution. This study takes children with visual disability in Guangzhou School of the Blind as the research object, and adopts the methods of literature, experimental research, observation, field investigation, mathematical statistics, etc. The subjects of the experiment were trained in experiential game teaching for 16 weeks. The indexes of social adaptive behavior before and after training in the experimental group and the control group were compared and analyzed. The results of the study show that 1: 1. The experience play course can improve the social adaptive behavior ability of children with visual disability. The children with visual disability have positive changes in action development, language development, life self-care ability, self-management and socialization. In the experimental group, we can see that there are significant differences in the five aspects of the experience game, and in the control group before and after the experiment, the changes of children with visual impairment are not obvious. It is proved that the effect of the experience game course on the students is positive, and the effect of the experience game course is better. 2. Experience game class can not only modify students' bad adaptive behavior, but also enhance students' cognition. In the experimental group after the experience of the game class data comparison found that the experimental group in the bad social adaptive behavior of the four sub-indicators have significant differences. The results of post-test data in the experimental group and the control group proved that the experience play a positive role in the improvement of students' bad social adaptive behavior and helped students to set up good habits and strengthen their cognition. It has a positive effect on students' long-term learning and growth.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G761

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