| 郭文斌，刘邦丽，徐继红.融合幼儿园普特幼儿间交往意愿与同伴接纳调查研究[J].陕西学前师范学院学报,2022,38(10):1-8 |
| 融合幼儿园普特幼儿间交往意愿与同伴接纳调查研究 |
| Intention and Peer Acceptance between Ordinary and Special Children in Integrated Kindergarten |
| 投稿时间：2022-06-17 修订日期：2022-08-19 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 10. 001 |
| 中文关键词: 融合幼儿园 普特幼儿 交往意愿 同伴接纳 |
| 英文关键词: integrated kindergarten ordinary and special children willingness to communicate peer acceptance |
| 基金项目:教育部人文社会科学研究规划基金项目（17YJA880008）；陕西省“十三五”规划课题（SGH20Y0142） |
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| 中文摘要: |
| 为了解融合幼儿园中普特幼儿间交往意愿与同伴接纳现状，采用普特幼儿间交往意愿问卷、融合幼儿园幼儿同伴接纳问卷，整群抽样选取一所融合幼儿园5个班的99名幼儿进行调查研究。结果表明：融合幼儿园中幼儿的交往意愿和同伴接纳均处于中等偏上水平；特殊幼儿对普通幼儿的同伴接纳总均分和各因子得分均显著高于普通幼儿对特殊幼儿的同伴接纳；中班普特幼儿间的接纳程度显著低于小班；高、中、低交往意愿组的普特幼儿间同伴接纳在接纳程度因子均分及总均分上均存在显著差异，低交往意愿组在同伴接纳程度均分及同伴接纳总均分上均低于中交往意愿组；幼儿类型与交往意愿、同伴接纳呈显著正相关，幼儿班级与同伴接纳呈显著负相关；幼儿类型和班级对普特幼儿间的同伴接纳具有显著预测作用。建议：幼儿教师应组织以合作为主的教学活动，在活动中引导普通幼儿接纳特殊幼儿，为普特幼儿提供交往机会；创设和谐度高、包容性强的园内融合氛围，创建有利于特殊幼儿被接纳的心理环境；家长配合教师采取多种措施减少特殊幼儿的情绪、行为问题，增加其亲社会行为。 |
| 英文摘要: |
| In order to understand the status of communication intention and peer acceptance between ordinary children and special children in integrated kindergartens, 99 children from 5 classes in an integrated kindergarten were randomly selected for the questionnaire. The results show that the intention of communication between ordinary children and special children is above a mediate level; the average acceptance of special children to ordinary children is significantly higher than that of the latter to the former; the intention of communication between ordinary children and special children in mid-class is significantly lower than in junior class. There are different degrees of communication willingness among children, and significant gaps can be found among low willingness, moderate willingness and high willingness groups; children’s category is positively related to their communication willingness and children’s grade and their willingness to communicate are negatively correlated. Suggestions: Preschool teachers should organize cooperative teaching activities, guide ordinary children to accept special children, and provide communication opportunities for them, create harmonious and inclusive atmosphere, and create a psychological environment conducive to the acceptance of special children; parents should cooperate with teachers to take various measures to reduce the emotional and behavioral problems of special children and promote their prosocial behaviors. |
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