聋生亲社会行为的影响因素及其对聋教育的启示  

On the Factors Influencing the Prosocial Behavior of the Students with Deaf and Hard of Hearing

作　　者：兰继军[1] 姚小雪[1] 

机构地区：[1]陕西师范大学心理学院,陕西西安710062

出　　处：《绥化学院学报》2015年第1期1-5,共5页Journal of Suihua University

基　　金：教育部人文社会科学研究规划基金项目(11YJA880043)

摘　　要：亲社会行为指个体自愿做出的、有益于其他个体或者一部分人,能够促进和谐人际关系的行为。亲社会行为的培养是学校和家庭进行道德教育的关键所在。由于测量工具的编制和实验情境的设置存在较大难度,目前对聋生亲社会行为的研究较少。影响聋生亲社会行为水平的因素主要有道德价值观、共情、身份认同、个人特质以及社会接纳等。对此,学校和家庭可通过采取积极的强化策略和适度减少问题行为的方法,促使聋生将道德认识与行为统一起来,全社会也需要更全面地认识这一群体,并给予更多接纳和支持。Prosocial behavior is of vital importance for both individual survival and social civilization,thus, the cultivation of prosocial behavior is an important part of moral education in the school and family.However, very little research has addressed deaf and hard of hearing（DHH） students＇ prosocial behavior,because there are many difficulties in the construction of research tools and setting up the experimental situation for DHH participants. Many factors like moral values, empathy, deaf identity, personal traits and social acceptance have effects on students＇ prosocial behavior. Reinforcement and appropriate punishment can be used for moral education to shape deaf students＇ optimal personality traits. Last but not least, more acceptance and support should be given to DHH students.

关 键 词：聋生 亲社会行为 道德教育 社会接纳 

分 类 号：G762[文化科学—特殊教育学]