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研究采用《PIERS-HARRIS儿童自我意识量表》与《儿童社会期望量表(CSD)》对邯郸市、邢台市、石家庄市、唐山市共159名聋生进行了测试,以期了解聋生自我意识与社会期望之间的相互关系.研究结果表明:聋生自我意识和社会期望在性别上无显著差异;聋生自我意识在年级上存在显著差异;而社会期望在年级上无显著差异;聋生在行为、智力与学校情况、焦虑、合群、幸福与满足等维度上都与聋生的社会期望呈极其显著的正相关,在躯体外貌与属性维度上与社会期望呈显著正相关,总体上聋生的自我意识与社会期望呈极其显著的正相关. 相似文献
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为探讨初中聋生社会适应行为与主观幸福感状况及两者之间的关系,本研究采用主观幸福感量表和中学聋生社会适应量表对145名在校初中聋生进行调查。结果发现:初中聋生主观幸福感的总体情况好于中等水平;初中聋生社会适应行为总体状况低于中等水平;在社会适应行为的四个维度中,学业能力、寻求社会支持、亲社会行为与生活满意度、正性情感存在显著正相关,与负性情感存在显著负相关;学业能力是生活满意度与正性情感最主要的预测因素,且起显著的正向预测作用,具有跨年级的稳定性;寻求社会支持、亲社会行为也对生活满意度起着正向预测作用。 相似文献
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<正>聋生由于听力受损,善于用视觉观察事物,但语言能力和抽象思维发展缓慢,只停留在看到什么学什么,不会根据自己的需求主动提出问题,主动探究问题,主动创造问题。让聋生自主提问更能丰富知识和思维的源泉。在聋校教学活动中,教师应该根据聋生认知活动的特点,通过师生双边活动,充分调动聋生学习的主动性、积极性,应该从主观拟定问题转变为围绕着学生学习中产生的问题而展开。让学生自主提问,把提问题的权利交给学生,使他们有较多的机会去发现、去研究,对启发聋生独立思考,开发聋生的智力,帮助聋生发展思维能力,提高聋生的记忆力,锻炼聋生的语言能力和培养他们的创造力有着重要的作用。 相似文献
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采用问卷调查法,考察高中阶段聋生的社会支持与应对方式状况,并对二者之间的关系进行了探讨.结果表明:聋生在客观支持和主观支持两个维度上的得分显著低于健听学生,但在支持利用度上不存在显著差异;聋生与健听学生在积极应对方式上的得分无显著差异,而聋生在消极应对方式上的得分显著高于健听学生;在聋生组和健听学生组,社会支持对应对方式都有显著的预测作用. 相似文献
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一、问题的提出
在聋校．有些班上会有那么一两个学生，他们在学习能力与学习意识上与正常聋生有着很大的差别。在个性上也相当的孤僻、怪异．并且在智力上还或多或少存在一些问题。他们没法与正常聋生一起参与快节奏的学习．常常成为“被遗忘的角落”，这类学生。我把他们称为特殊的“学困生”。[第一段] 相似文献
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本研究旨在比较 1- 6年级聋生和普通学生学校社会行为水平的差异及差异的程度。结果发现 :聋生与普通学生在社会能力上差异不显著 ,但聋生的社会交往技能、自我管理技能、学业技能的平均得分均低于普通学生。在反社会行为表现上 ,聋生的得分显著低于普通学生 相似文献
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运用实验法,研究了聋生与听力正常学生解决加减文字题、构建加减文字题问题模型的差异。被试为小学3年级学生,聋生32名,听力正常学生33名。结果发现:聋生解决加减文字题和构建问题模型的成绩都显著落后于听力正常学生;构建问题模型在聋生解决加减文字题的过程中有着重要的作用。研究认为,在聋校文字题教学中要重视问题表征训练。 相似文献
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初中阶段聋生与普通学生自我意识的比较研究 总被引：1，自引：2，他引：1
本文采用问卷调查法,对初中阶段聋生和普通学生的自我意识特点进行了比较研究。结果表明:两类学生的自我意识水平存在显著性差异,前者明显低于后者,但其中焦虑程度后者高于前者;聋生的自我意识水平性别差异不显著,普通学生的自我意识水平存在显著性别差异;聋生和普通学生的自我意识水平均存在显著的年级差异。 相似文献
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聋生道德判断能力的发展要显著落后于同龄健听学生的水平,且存在发展环境单一和发展支撑缺乏等问题,这些主要受到聋生主体因素、家庭环境、教育设置和课堂教学等的综合影响。解决这些问题,需要利用辅助措施来弥补聋生的听觉丧失;通过融合教育来进行有效的榜样示范作用,丰富聋生的社会环境刺激以拓宽聋生的人际交往广度,引入两难故事讨论教学法以提升聋生的道德判断能力。 相似文献
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Vision problems are more common among deaf people than among the general population. Eight percent of the students in schools and programs for deaf children can be expected to have vision problems. We sent questionnaires to institutions and programs for deaf children, requesting information about the extent of vision problems among their students and about their teachers' levels of preparation in the area of vision impairment. Responses were received from 490 teachers. The data confirm that significant numbers of deaf students also have vision problems, and that teachers do not receive adequate training and information to meet the needs of this population. 相似文献
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There has been limited research into the intersection of language and arithmetic performance of students who are deaf or hard of hearing, although previous research has shown that many of these students are delayed in both language acquisition and arithmetic performance. The researchers examined the performance on arithmetic word problems of deaf and hard of hearing students in the South-East Queensland region of Australia; they also examined these students' problem-solving strategies. It was found that performance on word problems was similar for deaf and hearing students, but that deaf students experienced delays in achieving successful performance on word problems relative to their hearing peers. The results confirm the findings of other studies showing that students who are deaf or hard of hearing experience delayed language acquisition, which affects their capacity to solve arithmetic word problems. The study conclusions stress the need for greater use of direct teaching of analytic and strategic approaches to arithmetic word problems. 相似文献
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Kushalnagar P Krull K Hannay J Mehta P Caudle S Oghalai J 《Journal of deaf studies and deaf education》2007,12(3):335-349
Cognitive ability and behavioral adaptability are distinct, yet related, constructs that can impact childhood development. Both are often reduced in deaf children of hearing parents who do not provide sufficient language and communication access. Additionally, parental depression is commonly observed due to parent-child communication difficulties that can lead to parents' feelings of inadequacy and frustration. We sought to assess whether adaptive behavior in deaf children was associated with nonverbal intelligence and parental depression. Parents of precochlear implant patients seen for neuropsychological assessment were administered the Parenting Stress Index and Vineland Behavior Adaptive Scales to obtain measures of parental distress and child's behavioral adaptability. Precochlear implant patients' cognitive functioning was assessed via the Mullen Scales of Early Learning or the Leiter International Performance Scale-Revised, depending on the child's age at the time of testing. Regardless of age or neurological status, the deaf child's adaptive behavior consistently showed a strong relationship with intelligence. Moderate correlation between parental depression and the child's adaptive behavior was observed only in the younger group. The relationship between parental depression and communication subscale was moderated by intelligence for deaf children without neurological complications. The findings provide important implications for promoting family-centered interventions with early communication and language development. 相似文献
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影片《无声的河》是关于实习老师文治与聋生之间的师生情故事。加德纳的多元智能理论认为,所有儿童都具有各自的优势智能,注重开发聋生们的优势智能,有利于使他们更好地参与社会和经济生活。该影片揭示了教师依据聋生的心理特点引导其情感,依据加德纳的多元智能理论开发其潜能对其身心的发展。 相似文献
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Marlatt EA 《American annals of the deaf》2004,148(5):349-357
Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing. 相似文献
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聋校学生学习兴趣和优势倾向性的调查研究 总被引：3，自引：2，他引：3
本文从人的全面发展及加德纳的“多元智能”理论出发,试对6所聋校277名学生的学习兴趣与优势倾向性做了调查。结果表明:聋生对体育、劳动等课程最感兴趣,而对律动、叙述、语言训练等课程相对缺乏兴趣;在个人生活自理及家庭生活技能方面表现出明显的优势,而在心智技能(如阅读、收集信息等与未来发展相关的)方面相对薄弱,还缺乏足够的自信心。调查的结果在一定程度上反映了聋生自身的特性与需要,这可以为我们确立聋教育的目标及开展课程改革、进行职业训练提供参考的依据。 相似文献
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Blatto-Vallee G Kelly RR Gaustad MG Porter J Fonzi J 《Journal of deaf studies and deaf education》2007,12(4):432-448
This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers. 相似文献
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聋生竞争意识的内隐认知实验研究 总被引：2，自引：0，他引：2
实验采用Jacoby的加工分离程序(PDP) ,以及2X3X2三因素混合设计,考察了聋学生40名,正常学生40名被试对良性竞争语词和过渡竞争语词、中性词三类刺激材料内隐与外显记忆贡献。结果显示:( 1 )聋生与正常生竞争性具有内隐特征;( 2 )聋生表现出无意识性提取贡献大于意识性提取贡献;( 3)聋生在良性竞争性和过渡竞争性维度上,没有明显的差别;( 4 )聋生和正常生竞争性的两个维度在意识性提取贡献上有非常显著的差异,在无意识提取贡献上差别不显著,且在良性竞争性维度上聋生强于正常生,在过渡竞争性维度上正常生强于聋生 相似文献