文献类型：期刊文献

中文题名：听障儿童情绪理解与社会适应的关系研究

英文题名：Research on the Relationship between Emotion Comprehension and Social Adaptation of Hearing-impaired Children

作者：何海燕[1];王昕[1]

第一作者：何海燕

机构：[1]北京联合大学特殊教育学院,北京100075

第一机构：北京联合大学特殊教育学院

年份：2023

卷号：37

期号：5

起止页码：44-50

中文期刊名：北京联合大学学报

外文期刊名：Journal of Beijing Union University

基金：北京市教育委员会科学研究计划项目资助(SM202011417003)。

语种：中文

中文关键词：听障儿童;情绪理解;社会适应;年级;调节作用

外文关键词：Hearing-impaired children;Emotion comprehension;Social adaptation;Grade;Regulatory effect

摘要：目的:探讨听障儿童情绪理解与社会适应的关系以及年级的调节作用,为提高听障儿童的社会适应能力提供建议。方法:采用调查法研究四到六年级的64名听障儿童和88名健听儿童的社会适应水平和情绪理解能力。结果:1)健听儿童的情绪理解能力和社会适应水平显著高于听障儿童;2)情绪理解对社会适应的影响,在听障和健听儿童中的模式一致;3)年级对情绪理解和社会适应的调节作用显著,在四年级时情绪理解不影响社会适应,从五年级开始,随着情绪理解得分的增加,学生的社会适应表现出显著的上升趋势。结论:听障儿童的情绪理解和社会适应水平与健听儿童之间存在差异,但并未出现发展阶段的落后。研究结果显示:在听障儿童社会适应的干预中,教育者应注重情绪理解的作用,抓住与社会适应密切相关的反思情绪的快速发展期进行干预。
This paper aims to explore the relationship between emotional understanding and social adaptation of hearing-impaired children,as well as the moderating effect of grade,to provide suggestions for improving the social adaptation ability of hearing-impaired children.A survey was conducted to investigate the social adaptation level and emotional comprehension ability of 64 hearing-impaired children and 88 healthy hearing children in grades four to six.The results showed that the level of emotion comprehension and social adaptation of normal-hearing children was significantly higher than that of hearing-impaired children.Moreover,the mode of influence of emotion comprehension on social adaptation was the same for both groups.In addition,the regulatory effect of grade on emotion comprehension and social adaptation was significant;in Grade four,emotion comprehension had no impact on social adaptation,but from Grade five,social adaptation trended towards significant improvement with increasing TEC scores.In conclusion,the emotion comprehension and social adaptation level of hearing-impaired children differed from that of normal-hearing children,but they did not lag behind in the development stage.It is suggested that educators should pay attention to the role of emotional understanding during the intervention of social adaptation of hearing-impaired children,and seize the rapid developmental period of reflective emotion closely related to social adaptation for intervention.