自闭症儿童社会生态系统初探  

A Probe into Autistic Children's Social-Ecological System

作　　者：熊絮茸[1] 孙玉梅[2] 

机构地区：[1]徐州医学院社科部,徐州221004 [2]华中师范大学教育学院,武汉430097

出　　处：《中国特殊教育》2014年第7期37-44,共8页Chinese Journal of Special Education

基　　金：国家社会科学"十二五"规划2012年度基金教育学青年课题"自闭症谱系障碍儿童家庭支持系统研究"(项目编号:CHA120136)成果之一

摘　　要：本研究基于布朗芬布伦纳的人类发展生态系统论视角,将自闭症儿童的成长与发展视为一个"个人-环境"相互作用的过程,认为:构成生态环境的各系统对儿童发展的作用大小、强弱是有差异的,是可以相互叠加也可以相互削弱的,而且其作用将会随着儿童生存时空、情感关系的变化而变化。家庭是儿童发展各系统中,能够与其他各系统进行交流与互动的最主要的中介要素,儿童的社会生态各系统要耦合形成教育合力,最为关键的是提升家庭教育意识、提高家长教育能力,主动获取教育支持。This study, based on Bronfenbrenner＇ s bioecological theory of human development, views autistic children＇s growth and development as an interaction between individuals and the environment. The authors hold views as follows： there is difference between the systems constituting the ecological environment in their effect on children; the effect of these systems on children may be muttmlly superimposed or weaken each other, and will change with temporal, spatial, and emotional changes. The family environment, included in the systems for children＇s development, is the major medium to communicate and interact with the other systems; the key problem to turn all the ecological systems for children＇ s development into a cohesive force is to enhance the awareness of family education, improve parents＇ ability in education, and gain educational support.

关 键 词：以家庭为介质 自闭症儿童 人类发展生态系统论 

分 类 号：B846[哲学宗教—心理学]