【摘要】：智障學(xué)生學(xué)校人際適應(yīng)性指的是智障學(xué)生在為了滿足自身交往需要,達(dá)到自我身心與教師、同學(xué)之間的協(xié)調(diào)狀態(tài)所進行的自我調(diào)節(jié)過程中形成的心理能力,是智障學(xué)生人際交往狀況的一個重要體現(xiàn),同時也是智障學(xué)生人際交往順利進行的保障。為了解特殊教育學(xué)校智障學(xué)生學(xué)校人際適應(yīng)性的發(fā)展現(xiàn)狀及特點,本研究采用了自編的《智障學(xué)生學(xué)校人際適應(yīng)性調(diào)查問卷》為工具,以教師評定的方式對江西省10個城市37個縣區(qū)的智障學(xué)生進行了調(diào)查,并使用SPSS23.0進行了相應(yīng)的數(shù)據(jù)分析,得到的主要研究結(jié)論如下:(1)智障學(xué)生學(xué)校人際適應(yīng)性是一個多維的結(jié)構(gòu),受其自身、家庭、學(xué)校和社會等多方面因素的影響,需要爭取多方努力和支持來對其進行培養(yǎng);(2)智障學(xué)生的學(xué)校人際適應(yīng)性從總體上來看處于中等水平,但其各個維度的發(fā)展并不均衡。其中,學(xué)校人際認(rèn)知性得分最高,略高于臨界值,而學(xué)校人際反思性和學(xué)校人際互動性得分則低于了臨界值,學(xué)校人際互動性的得分最低,智障學(xué)生的學(xué)校人際適應(yīng)性現(xiàn)狀需要得到重視并加以合理的方式進行培養(yǎng);(3)智障學(xué)生學(xué)校人際適應(yīng)性好主要表現(xiàn)在主動、樂于互動、熱情、善于溝通、求助/助人、以及知錯就改等方面;適應(yīng)性較差的學(xué)生則會表現(xiàn)出不主動、情緒表達(dá)多情感交流少、言語表達(dá)不清晰、言語理解困難、不服從指令、不互動等問題;(4)智障學(xué)生在與自身關(guān)系緊密,熟悉度較高的項目上得分較高。因此,在智障學(xué)生的教育中應(yīng)該要注重智障學(xué)生的個性化,從熟悉的事物入手來引入新事物的學(xué)習(xí),使他們能夠更快地適應(yīng)新事物;(5)智障學(xué)生學(xué)校人際適應(yīng)性在性別和是否獨生兩個項目上差異不顯著,但智障學(xué)生的學(xué)校人際適應(yīng)性在障礙程度、年級、地區(qū)和是否有學(xué)生干部經(jīng)歷項目上差異顯著,具體表現(xiàn)為:學(xué)生的智力障礙程度越低,其學(xué)校人際適應(yīng)性發(fā)展得越好;培智中段智障學(xué)生的學(xué)校人際適應(yīng)性最好,其次為培智高段,培智低段最差;市級特殊教育學(xué)校的智障學(xué)生學(xué)校人際適應(yīng)性明顯優(yōu)于縣級特殊教育學(xué)校;有學(xué)生干部經(jīng)歷的智障學(xué)生學(xué)校人際適應(yīng)性明顯優(yōu)于沒有過相關(guān)經(jīng)歷的學(xué)生。在數(shù)據(jù)分析之后,筆者選取了10名從教經(jīng)驗豐富的培智教師進行訪談,驗證了問卷調(diào)查的結(jié)果,并對智障學(xué)生人際適應(yīng)性的影響因素和培養(yǎng)方式進行了探討。最后,筆者在以上研究結(jié)論的基礎(chǔ)上提出了相關(guān)的教育建議。
[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.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764

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