听力障碍幼儿情绪理解的干预研究  

An Interventional Study on Emotion Understanding of Hearing-impaired Kindergarten Children

作　　者：李娜[1] 张福娟[2] 吴季令[1] 

机构地区：[1]上海行健职业学院,上海200072 [2]华东师范大学特殊教育系,上海200062

出　　处：《应用心理学》2011年第2期177-184,共8页Chinese Journal of Applied Psychology

基　　金：美国西雅图言语听觉科学基金

摘　　要：根据听障幼儿情绪理解发展特点,编制了情绪理解干预课程,并进行为期12周的干预训练。研究结果表明:干预训练显著提高了听障幼儿的外部情绪理解水平和内部情绪状态理解水平;不同性别听障幼儿在情绪理解干预课程中的表现有所不同,女生在信念理解、道德情绪理解和情绪原因理解中的干预效果均显著优于男生。本研究所编制的干预课程对于促进听障幼儿情绪理解发展的效果良好。Based on the developmental characteristics of emo- tion understanding of the hearing-impaired kindergarten children, the authors established the emotion understanding intervention courses and carried out an intervention study for 12 weeks. The results showed that： Firstly, the kindergarten children made a remarkable progress on external and mental emotion understanding through intervention; Secondly, there were significant gender differences in understanding of belief on emotion, morality emotion and emotion causes of kindergarten children with hearing disability; Thirdly, the scores of girls were prominently higher than those of boys. Thus, it is concluded that the emotion understanding inter- vention courses are effective and reasonable for improving the level of emotion understanding of the kindergarten children.

关 键 词：听障幼儿 情绪理解 干预课程 

分 类 号：B844.2[哲学宗教—发展与教育心理学] G762.4[哲学宗教—心理学]