移情训练对智障儿童分享行为影响的干预研究  

An Intervention Study of the Influence of Empathetic Training on Sharing Behavior of Children with Intellectual Disabilities

作　　者：王亚梅 王芬萍 Wang Yamei;Wang Fenping(Yanxiang School in Yanta District of Xi’an City,Xi’an 710065)

机构地区：[1]西安市雁塔区雁祥学校,西安710065

出　　处：《西部学刊》2024年第12期129-133,共5页Journal of Western

摘　　要：分享行为是提高智障儿童的社会交往能力、建立和谐的人际关系的重要途径,有助于其更好地融入社会、参与社会生活,但部分智障儿童不懂得如何正确地与他人分享或不愿意分享,影响了其社交能力和人际关系,移情训练能有效提升个体的分享行为。以1名10岁中度智障儿童为研究对象,根据她的分享行为现状,结合文献查阅,将对其分享行为的干预分为了解分享、体验被分享的乐趣,愿意分享但较被动,愿意主动分享三个阶段进行。在教师的移情训练下,孩子的分享行为显著提升。建议:(一)重视培养,充分利用教育机会;(二)学习掌握多种方法,综合运用;(三)重视家校合作与泛化。Sharing behavior is an important way to improve the social communication ability and establish a harmonious interpersonal relationship of children with intellectual disabilities,which is helpful for them to better integrate into society and participate in social life.However,some children with intellectual disabilities don’t know how to share with others correctly or are unwilling to share,which affects their social ability and interpersonal relationship.Empathetic training can effectively improve individuals’sharing behavior.Taking a 10-year-old child with moderate intellectual disability as the research subject,according to the current situation of her sharing behavior and literature review,the intervention on her sharing behavior is divided into three stages:understanding sharing,experiencing the pleasure of being shared,willing to share but in a passive way,and willing to share actively.The child’s sharing behavior improved significantly under the teacher’s empathy training.Suggestions are:(1)paying attention to the cultivation of sharing and make full use of educational opportunities;(2)learning to master various methods and applying them comprehensively;(3)paying attention to home-school cooperation and generalizing the objects and subjects of sharing.

关 键 词：移情训练 智障儿童 分享行为 

分 类 号：G612[文化科学—学前教育学] B844.1[文化科学—教育学]