摘要
目的调查融合教育中听障儿童情绪调节策略运用现状,了解儿童情绪调节策略的类型,帮助学龄前听障儿童掌握良好的情绪调节策略。方法采用《学龄前儿童情绪调节策略调查问卷(父母用)》对87名融合教育的学龄前听障儿童和95名健听儿童进行对比调查,运用平均数差异的独立样检验、单因素方差分析、多重比较等方法进行统计分析。结果听障儿童与健听儿童在认知重建、问题解决的差异极其显著(P<0.001),发泄、被动应付和自我安慰策略使用上差异显著(P<0.05)。随着年龄增大,听障儿童积极情绪的运用能力逐渐提高,消极情绪减少;不同性别听障儿童在运用发泄、被动应付和自我安慰调节策略上存在显著差异(P<0.05);随着融合时间的增长,听障儿童积极策略运用能力提高,消极策略逐渐减少。结论学龄前听障儿童情绪调节策略运用总体情况不如健听儿童灵活多变,在融合初期可以结合多种形式,正确引导其运用积极的情绪调节策略处理问题。
Objective To investigate the present situation of using emotion regulation strategies for hearing-impaired children in inclusive education to understand the type of children's emotion regulation strategies,and to help pre-school deaf children grasp positive mood adjustment strategy.Methods The preschool children mood adjustment strategy questionnaire for parents was used with 87 hearing-impaired children in inclusive education and 95 hearing children enrolled in this study.Results Children with hearing impairment were significantly different in cognitive reconstruction and problem solving(P<0.001),and there was significant difference in the use of venting,passive coping and self-soothing strategies(P<0.05).Hearing-impaired children increased their positive emotion and decreased negative emotions with age.There were significant differences in the use of venting,passive coping and self-smoothing strategies for the children with different genders(P<0.05).With the growth of the hearing-impaired children's integration time,the use of active strategies was increasing and the use of negative strategies gradually decreasing.Conclusion Pre-school deaf children use emotion regulation strategy not as flexibly as hearing children in the overall situation of pre-school age;at the beginning of the inclusion,a variety of methods can be employed to correctly guide them using the positive emotion regulation strategies.
出处
《中国听力语言康复科学杂志》
2019年第1期48-52,共5页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
关键词
融合教育
听障儿童
情绪调节策略
Inclusive education
Deaf children
Emotional regulation strategy
