学前融合教育背景下特殊幼儿同伴交往的混合研究  

A Mixed Study on Peer Interaction of Special Children Under the Preschool Inclusive Education Background

作　　者：王琳琳 邓猛[2] WANG Linlin;DENG Meng(Faculty of Education,Yunnan Normal University,Kunming 650500;Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]云南师范大学教育学部,昆明650500 [2]北京师范大学教育学部,北京100875

出　　处：《现代特殊教育》2021年第2期12-21,共10页Modern Special Education

基　　金：国家社会科学基金教育学重点课题“特殊教育中长期发展目标及推进策略研究”(AHA160010)研究成果之一。

摘　　要：为探究学前融合教育背景下普通幼儿与特殊幼儿同伴交往状况,采用混合研究范式中的嵌套型研究设计,以国内一所融合幼儿园为个案,对该幼儿园中的59名幼儿进行调查。研究结果显示,普通幼儿对特殊幼儿的接纳水平较低;特殊幼儿以孤立者的角色处于班级同伴交往的边缘地带,具有“社交金字塔”的交往分层现象;特殊幼儿在班级交往中呈现出消极的交往意愿和情绪体验,与普通幼儿难以建立持久性友谊,但少数的特殊幼儿也可以在交往中获得成功;部分普通幼儿存在与特殊幼儿相似的消极交往问题,需要及时进行干预与引导。In order to explore the interaction between normal children and special children under the background of preschool inclusive education,the nested research design in the mixed research paradigm was adopted to investigate 59 children in a domestic inclusive kindergarten.The results show that the acceptance level of normal children to special children is low;special children,as isolators,are on the edge of peer interaction in the class and there existsthe stratification phenomenon of“social pyramid”;special children show negative communicative intention and emotional experience in class communication,and it is difficult to establish lasting friendship with normal children,but a few special children can also succeed in communication;some normal children have similar negative communication problems with special children and need timely intervention and guidance.

关 键 词：学前融合教育 特殊幼儿 普通幼儿 同伴交往 

分 类 号：G610[文化科学—学前教育学]