听觉障碍小学生情绪表达规则认知特点研究  

Cognitive Characteristics of Emotional Display Rules in Hearing Impaired Pupils

作　　者：赵欣 袁茵[2] 孙立双[1] 左娟娟 ZHAO Xin;YUAN Yin;Sun Lishuang;Zuo Juanjuan(Tangshan Normal University,Tangshan 063000;Liaoning Normal University,Dalian 116029)

机构地区：[1]唐山师范学院教育学院,063000 [2]辽宁师范大学教育学院,116029

出　　处：《教育科学研究》2023年第3期83-90,共8页Educational Science Research

基　　金：河北省社会科学基金青年项目“融合教育视阈下特殊儿童社会性发展的研究”(HB19JY012)的成果。

摘　　要：儿童对规则的认知会产生复杂的社会交往形式,对人际交往起促进作用。情绪表达规则的认知对儿童实现自我发展并适应社会非常重要。采用故事测验法对253名听觉障碍小学生情绪表达规则的理解与情绪表达目标的选择进行研究。听觉障碍小学生表情调节知识能力随年级增高而增长,低年级到中年级是快速发展时期,女生好于男生,积极情境好于消极情境;情绪表达策略运用频率随年级增高而增多,高年级学生平静策略和掩饰策略使用较多,低年级学生更多运用弱化策略;高标表达,女生略好于男生,且在积极情境下社会定向目标好于消极情境。促进听觉障碍小学生情绪发展应把握关键阶段,关注积极情绪培养;建立同理心,增加学生交往机会;完善沟通机制,重视家庭教育。Children's cognition of rules will produce complex forms of social communication and promote interpersonal communication.The cognition of emotional display rules is very important for children to achieve self-development and adapt to society.This study used the story test to study the understanding of emotional display rules and the choice of emotional display goals of 253 primary school students with hearing impairment.The results show that the ability of expression regulation knowledge of hearing impaired pupils increases with the increase of grade.The period of rapid development is from low grade to middle grade.Girls are better than boys,and positive situations are better than negative situations;The frequency of using emotional expression strategies increased with the increase of grade.Senior students used more calm strategies and cover up strategies,while junior students used more weakening strategies;senior students express more emotional goals,girls are slightly better than boys,and social orientation goals are better than negative situations in positive situations.It is suggested that pupils with hearing impairment should grasp the key stage of emotional development and pay attention to the cultivation of positive emotions;build empathy and increase communication opportunities for students;improve communication mechanism and value family education.

关 键 词：听觉障碍学生 情绪表达规则 认知特点 

分 类 号：G444[哲学宗教—心理学]