本文選題：聾兒　切入點(diǎn)：創(chuàng)造思維能力　出處：《大連醫(yī)科大學(xué)》2008年碩士論文

【摘要】： 目的:了解8-16歲聾兒與正常兒童創(chuàng)造思維能力的差異,同時(shí)探討相關(guān)因素對(duì)聾兒創(chuàng)造思維能力的影響,從而保護(hù)并促進(jìn)聾兒創(chuàng)造力的發(fā)展。 方法:以沈陽(yáng)和大連兩地五所特殊教育學(xué)校年齡8-16周歲的聽(tīng)力殘疾學(xué)生為觀(guān)察組(聾兒組),共122名。根據(jù)年齡、性別與觀(guān)察組相匹配,并按學(xué)號(hào)隨機(jī)抽取沈陽(yáng)和大連兩地四所普通中小學(xué)正常聽(tīng)力學(xué)生為對(duì)照組(正常兒童組),共144名。對(duì)兩組進(jìn)行新編創(chuàng)造思考測(cè)驗(yàn)和聯(lián)合型瑞文智力測(cè)驗(yàn)。應(yīng)用SPSS軟件包進(jìn)行統(tǒng)計(jì)分析。采用t檢驗(yàn)、卡方檢驗(yàn)、多元線(xiàn)性回歸等統(tǒng)計(jì)方法。 結(jié)果:①聾兒組的語(yǔ)文流暢力、語(yǔ)文變通力、語(yǔ)文獨(dú)創(chuàng)力、圖形變通力、IQ值低于正常兒童組(P0.05),聾兒組的圖形精進(jìn)力高于正常兒童組(P0.05),兩組的圖形流暢力和圖形獨(dú)創(chuàng)力的差異無(wú)統(tǒng)計(jì)學(xué)意義(P0.05)。②聾兒語(yǔ)文流暢力與年齡、母親學(xué)歷呈正相關(guān)(P0.05),與耳聾分級(jí)呈負(fù)相關(guān)(P0.05),這三個(gè)因素的影響作用由大到小依次為年齡、母親學(xué)歷、耳聾分級(jí)。③聾兒語(yǔ)文變通力與母親學(xué)歷、雙語(yǔ)教育年限呈正相關(guān)(P0.05),與耳聾分級(jí)呈負(fù)相關(guān)(P0.05),這三個(gè)因素的影響作用由大到小依次為雙語(yǔ)教育年限、耳聾分級(jí)、母親學(xué)歷。④聾兒語(yǔ)文獨(dú)創(chuàng)力與年齡(P0.05)呈正相關(guān)。⑤聾兒圖形流暢力與手語(yǔ)使用年限呈正相關(guān)(P0.05)。⑥聾兒圖形變通力與手語(yǔ)使用年限呈正相關(guān)(P0.05),與耳聾分級(jí)呈負(fù)相關(guān)(P0.05),這兩個(gè)因素的影響作用由大到小依次為手語(yǔ)使用年限、耳聾分級(jí)。⑦聾兒圖形獨(dú)創(chuàng)力與父親學(xué)歷、手語(yǔ)使用年限呈正相關(guān)(P0.05),這兩個(gè)因素的影響作用由大到小依次為手語(yǔ)使用年限、父親學(xué)歷。⑧聾兒圖形精進(jìn)力與父親學(xué)歷、手語(yǔ)使用年限呈正相關(guān)(P"f0.05),與年齡、耳聾分級(jí)呈負(fù)相關(guān)(P0.05),這四個(gè)因素的影響作用由大到小依次為手語(yǔ)使用年限、年齡、耳聾分級(jí)、父親學(xué)歷。 結(jié)論:①聾兒的創(chuàng)造思維能力與正常兒童有差異。其中聾兒的語(yǔ)文創(chuàng)造思維能力低于正常兒童,聾兒的圖形流暢力和圖形獨(dú)創(chuàng)力與正常兒童無(wú)明顯差異,聾兒的圖形變通力低于正常兒童,聾兒的圖形精進(jìn)力高于正常兒童。②聾兒的智力低于正常兒童,對(duì)其創(chuàng)造思維能力無(wú)明顯影響。③手語(yǔ)是聾兒圖形創(chuàng)造思維能力的主要影響因素。手語(yǔ)使用時(shí)間越長(zhǎng),圖形創(chuàng)造思考能力越強(qiáng)。
[Abstract]:Objective: to investigate the difference between the creative thinking ability of deaf children aged 8 to 16 years old and normal children, and to explore the influence of relevant factors on the creative thinking ability of deaf children, so as to protect and promote the development of creativity of deaf children. Methods: a total of 122 deaf children with hearing disabilities aged 8 to 16 years old from five special education schools in Shenyang and Dalian were enrolled in the study group, and matched with the observation group according to their age, sex and sex. Four normal listening students in Shenyang and Dalian were randomly selected as control group (normal children group, a total of 144). The two groups were tested with creative thinking test and combined Raven intelligence test. SPSS was used. Software package for statistical analysis. T test, Chi-square test, multiple linear regression and other statistical methods. Results the Chinese fluency, Chinese flexibility and Chinese originality of the deaf children group, The IQ value of graphic flexibility was lower than that of normal children (P0.05), and that of deaf children was higher than that of normal children (P0.05). There was no significant difference in graphic fluency and graphic originality between the two groups. There was a positive correlation between mother's education and deafness grade (P 0.05), and a negative correlation between them and deafness grade. The effects of these three factors were age, mother's education, deaf child's Chinese flexibility and mother's education. The number of years of bilingual education was positively correlated with P0.05, and negatively correlated with the grade of deafness. The effect of these three factors was from big to small in the order of years of bilingual education and grade of deafness. (5) graphic fluency of deaf children is positively correlated with sign language service life. There is a positive correlation between graphic flexibility and sign language service life of deaf children (P0.05), and negative correlation with deafness grade (P0.05). The effect of the two factors is from big to small in the order of sign language service life, Deafness grade .7 the graphic originality of deaf children was positively correlated with their father's education, and the service life of sign language was positively correlated with P0.05. the effect of these two factors was from big to small in the order of sign language service life, and the father's degree was .8 the graphic improvement ability of deaf children was related to their father's education. There was a positive correlation between the service life of sign language (P "f 0.05) and age and deafness grade (P 0.05). The effect of these four factors was as follows: sign language service life, age, deafness grade and father's education. Conclusion the creative thinking ability of deaf children is different from that of normal children, the Chinese creative thinking ability of deaf children is lower than that of normal children, and there is no significant difference between deaf children and normal children. The graphic flexibility of deaf children is lower than that of normal children, and the graphic preciseness of deaf children is higher than that of normal children .2 the intelligence of deaf children is lower than that of normal children. The sign language has no obvious influence on the creative thinking ability of deaf children, and the longer the sign language is used, the stronger the creative thinking ability of the deaf children is.
【學(xué)位授予單位】：大連醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G762

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