本文關(guān)鍵詞： 聽(tīng)覺(jué)障礙 社會(huì)適應(yīng)　出處：《遼寧師范大學(xué)》2008年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 聽(tīng)覺(jué)障礙中學(xué)生的社會(huì)適應(yīng)是一項(xiàng)十分重要而又研究不多的課題。本文探討了聽(tīng)覺(jué)障礙中學(xué)生社會(huì)適應(yīng)的發(fā)展特點(diǎn),分析了他們?cè)谏鐣?huì)適應(yīng)上所面臨的問(wèn)題,進(jìn)而找出有針對(duì)性的教育對(duì)策;這不僅有益于聽(tīng)覺(jué)障礙中學(xué)生個(gè)性、心理健康的發(fā)展,而且也有助于提升聽(tīng)障教育質(zhì)量。 本研究采用自編問(wèn)卷,對(duì)85名聽(tīng)覺(jué)障礙中學(xué)生進(jìn)行了社會(huì)適應(yīng)發(fā)展特點(diǎn)的研究。研究表明,聽(tīng)覺(jué)障礙中學(xué)生社會(huì)適應(yīng)發(fā)展極緩慢;結(jié)果顯示,性別因素對(duì)聽(tīng)覺(jué)障礙中學(xué)生的社會(huì)適應(yīng)具有顯著的差異;聽(tīng)覺(jué)障礙女中學(xué)生在社會(huì)適應(yīng)上的得分高于聽(tīng)覺(jué)障礙男中學(xué)生,且差異顯著;在尋求社會(huì)支持,學(xué)業(yè)能力維度上的得分分別達(dá)到了顯著水平和極顯著水平;而兩者在社會(huì)交往和親社會(huì)行為維度上的得分差異不顯著。在年級(jí)因素上,除了八年級(jí)與九年級(jí)的聽(tīng)覺(jué)障礙中學(xué)生僅在社會(huì)交往維度上的得分差異顯著外,各年級(jí)彼此間在所有維度上的得分差異不顯著;但三個(gè)年級(jí)的社會(huì)適應(yīng)能力是有差別的;在社會(huì)適應(yīng)的總體水平上,九年級(jí)的聽(tīng)覺(jué)障礙學(xué)生最優(yōu),七年級(jí)次之,八年級(jí)則最低。 研究結(jié)果提示我們;培養(yǎng)聽(tīng)覺(jué)障礙中學(xué)生良好的人格特質(zhì);注意發(fā)展聽(tīng)覺(jué)障礙中學(xué)生對(duì)詞匯的理解與表達(dá)能力;加強(qiáng)對(duì)聽(tīng)覺(jué)障礙男中學(xué)生獨(dú)立品質(zhì)和學(xué)業(yè)能力的培養(yǎng);給予八年級(jí)聽(tīng)覺(jué)障礙中學(xué)生更多的關(guān)注,指導(dǎo)和幫助;創(chuàng)設(shè)環(huán)境,培養(yǎng)和發(fā)展聽(tīng)覺(jué)障礙中學(xué)生的社會(huì)適應(yīng)能力。
[Abstract]:The social adaptation of middle school students with hearing impairment is a very important and little research topic. This paper discusses the developmental characteristics of social adaptation of hearing impaired middle school students, and analyzes the problems they face in social adaptation. Furthermore, it is beneficial not only to the development of personality and mental health of students with hearing impairment, but also to the improvement of the quality of education for hearing impairment. In this study, 85 middle school students with hearing impairment were investigated on the characteristics of social adaptation by self-designed questionnaire. The results showed that the development of social adaptation was very slow in the middle school students with hearing impairment, and the results showed that, Gender factors have significant difference in social adaptation of hearing impaired middle school students; female middle school students with hearing impairment have higher scores on social adaptation than male students with hearing impairment, and the difference is significant; The scores of academic ability dimension reached significant level and extremely significant level, but there was no significant difference between them in social interaction and pro-social behavior dimension. Except for the scores of hearing impaired students in Grade 8 and Grade 9, there was no significant difference in the scores of all dimensions between the three grades, but there were differences in the ability of social adaptation among the three grades. In the overall level of social adaptation, the hearing impaired students in grade 9 were the best, the seventh grade was the second, and the eighth grade was the lowest. The results suggest that we should cultivate the good personality traits of the students with hearing impairment, pay attention to the development of their ability to understand and express vocabulary, strengthen the cultivation of the independent quality and academic ability of the male students with hearing impairment. To give more attention, guidance and help to the eighth grade students with hearing impairment, to create the environment, to cultivate and develop the ability of social adaptation of the students with hearing impairment.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G762

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前1條

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本文編號(hào)：1507392