共查询到18条相似文献，搜索用时 218 毫秒
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《沙洋师范高等专科学校学报》2015,(6):67-71
独生子女教育、社会适应问题是社会各界广泛关注的问题,社会观点采择能力的提高是促进个体解决社会适应困难,增强社会适应能力的切入点。学前儿童观点采择在其社会化发展中处于核心地位。良好的社会观点采择能力有利于提高儿童的社会适应能力,让儿童更好地融入集体生活。观点采择能有效促进儿童社会信息沟通、有助于儿童良好同伴关系的建立、有助于儿童亲社会行为的形成、有助于儿童道德的发展、有助于儿童自我意识的发展。学前教育工作者与家长首先要从转变观念的,从理论实践研究、具体教育训练活动等多方面加强对儿童观点采择能力的训练,以促进其社会性发展。 相似文献
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关键反应训练是一种基于应用行为分析、具有循证实践支持的孤独症儿童干预方法。本研究旨在通过Meta分析方法,对2001年至2021年发表在国外核心期刊上有关关键反应训练对孤独症儿童干预效果的14项高质量随机对照试验研究进行分析,检验关键反应训练对孤独症儿童沟通技能、社会互动技能、日常生活技能、问题行为及运动技能等五大领域的干预效果。研究发现:(1)与对照组相比,关键反应训练能够显著提升孤独症儿童的沟通技能和增强孤独症儿童的社会互动能力;(2)与对照组相比,关键反应训练在提升孤独症儿童日常生活技能、运动技能及减轻问题行为方面并无显著优势;(3)机器人辅助的关键反应训练显示了巨大的干预优势。结合研究结果,文章为后续研究提供了相关建议。 相似文献
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王丹 《教学月刊(小学版)》2021,(3)
孤独症儿童是特殊儿童的一类。为发展孤独症儿童的语言能力、社交能力和情绪行为,学校在编班时宜采用混合编班的形式,在教学策略上采用分层教学的模式,让孤独症儿童在游戏中学习与同伴合作,逐渐融入班级集体环境,从而更好地融入社会环境。 相似文献
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孤独症是一种脑功能障碍引起的长期发展障碍的综合症,它影响着儿童很多方面的能力和表现,尤其是在社会交往和沟通方面的发展,表现出在与人相处过程中不能作出适当的反应,对与交往的人的特点与个性也不能清楚地进行判断。本文采用对一名孤独症儿童个案研究方法,通过对人物表情、卡通图片表情、创设不同情境推断人物可能的情绪反应等训练,提高孤独症学生对他人情绪的辨别力。结果显示:通过训练该名儿童在理解图中处境所描写的人物关系和其中人物蕴涵的情绪以及推断人物的情绪反应及感受上有所提高。 相似文献
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侯佳 《陕西教育学院学报》2014,(2):24-27
观点采择作为儿童社会认知发展的核心因素,与儿童同伴交往、亲社会行为及道德发展有着密切联系。传统研究中缺乏对国内外儿童观点采择研究的整合综述,致使研究者只专注儿童观点采择某一方面如社会观点采择等的研究,研究范畴方面缺乏对新领域如不同社会背景新近的比较研究、与元语言等相互作用机制的研究,系统性强、应用性广的新型研究测量工具等需进一步探索。本文通过对儿童观点采择能力相关研究的研究内容、研究对象、研究方法进行梳理和评述,并对未来的儿童观点采择能力研究做出展望。 相似文献
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本研究选取143名2～5岁儿童作为被试,以表情再认、表情命名、情绪观点采择任务考察其情绪理解能力发展水平,以皮博迪"图画一词汇"测验考察其语言能力发展水平,并分析儿童情绪理解能力发展与语言能力之间的关系.结果表明:(1)3～4岁是儿童获得表情再认和表情命名能力的关键年龄,4～5岁是儿童情绪观点采择能力发展的关键年龄;(2)对学前儿童而言,表情再认任务最容易,其次是表情命名任务,情绪观点采择任务最困难;(3)儿童的情绪理解能力与语言能力显著相关,即使在控制了年龄因素的影响后,相关仍然显著. 相似文献
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本研究根据研究者编制的三个空间观点采择任务,对40名3～6岁儿童进行了空间方位判断的测验,结果发现：（1）被观察对象的特征、另外两个观察者与被试儿童的位置关系对学前儿童的空间观点采择能力有极显著影响。（2）性别对小班和中班儿童的空间观点采择能力没有明显影响,但大班男孩空间观点采择能力优于女孩。（3）年龄对学前儿童空间观点采择能力的影响不显著。（4）3～6岁儿童大多数是以自己的态度和观点为中心来认识事物的特征的,但部分发展较好的6岁儿童开始能站在别人的角度作出空间方位判断。 相似文献
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儿童同伴关系与儿童的学业成绩、社会行为、家庭关系、社交技能以及气质、社会观点采择等的相互作用和影响 ,在儿童教育中应重视它们之间的交互作用。 相似文献
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在我国，如何对孤独症儿童开展早期教育训练是一项急待解决的重大课题。为了寻找一种有效的早期教育训练的方法，笔者参照国外资料，分别选用《教育分析纲领》、《早期训练指导纲要》及《波特奇计划》等三项教育方案对３２例年龄在６岁以下的孤独症儿童进行了为期半年的家庭训练指导。参加训练的患儿能力在半年内（较对照组）均有显著改善。运用三项方案对孤独症儿童进行能力评定，有助于发现孤独症儿童发育障碍的特征，为鉴别诊断提供了依据；为制定教育训练方案提供了依据。三项方案配合使用可以促进对孤独症儿童进行以“家庭为中心”的早期教育训练的开展。 相似文献
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国内儿童同伴关系的相关研究综述 总被引：3，自引：0，他引：3
儿童同伴关系与儿童的学业成绩、社会行为、家庭关系、社交技能以及气质、社会观点采择等的相互作用和影响，在儿童教育中应重视它们之间的交互作用。 相似文献
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Perspective taking, defined as the ability to take on the visual, cognitive, and affective perspective of others, is considered a highly adaptive skill, vital for the child’s social, intellectual, and emotional development. This article provides a critical analysis of scientific psychological literature from 1995 to the present on the main methods of intervention used to promote perspective taking in developmentally typical preschool children (3–5 years). The focus is on different methodological approaches, and how the cognitive and emotional dimensions that make up this capacity have been developed through specific operational procedures, emphasizing their strengths and critical factors. In particular, it focuses on the intervention methods based on three major analytical perspectives, specifically the cognitive approach [Theory of Mind (ToM)], the behaviorist approach [Relational Frame Theory (RFT)], and finally, the socio-constructionist approach, are compared. Analysis of the collected data has revealed that despite some critical yet controversial factors, it is actually possible to teach and improve perspective taking in preschoolers through different methods, applicable in different contexts and dependent on the involvement of significant adults, such as parents and educators. 相似文献
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扶跃辉 《上海师范大学学报(哲学社会科学版)》2009,(1):22-26
社会观点采择能力作为一种认知能力,对儿童的社会化起了极大的推动作用。冲突解决策略被看成个体社会化、自主活动和社会性整合水平的指标。个体在冲突过程中使用的策略实际上反映了其社会化水平及社会技能的高低。本研究的目的在于了解小学生社会观点采择和两种角度中的冲突解决策略的关系,为帮助学生更好地发展有效解决冲突的策略提供必要的理论依据。研究得到以下结果：各个年级学生使用较多的冲突解决策略为问题解决、顺从和强制策略。社会观点采择的不同类型影响学生对问题解决的选择。总体上,情感观点采择和问题解决策略呈显著正相关。情感观点采择对问题解决有显著预测作用。 相似文献
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Marilynne Boyle-Baise Betty Bridgwaters Leslie Brinson Nancy Hiestand Beverly Johnson Pat Wilson 《Equity & Excellence in Education》2013,46(2):113-122
The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work. 相似文献
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This article provides an overview of the literature on relational aggression of school‐aged children and adolescents, with the specific aim of making this information relevant to school settings and education professionals. Relational aggression is discussed in terms of definitions, terms, and the importance of the school context. The literature on gender and familial influences as they relate to relational aggression is overviewed. Assessment methods for detecting relational aggression in children and adolescents are described, with an emphasis on measurement techniques most viable for capturing this sometimes‐elusive construct. We conclude with a discussion of proposed best practices in school settings for effectively preventing and responding to incidents of relational aggression within the context of social and emotional learning interventions and positive behavioral interventions and supports. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 345–360, 2006. 相似文献
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Jenni Conrad 《课程研究杂志》2019,51(1):1-20
This empirical study uses content and frequency analysis to investigate how the Big History Project (BHP) online curriculum represents different racial and cultural groups within its units fusing science and history. The prevalence of a Western Civilizations perspective in curricula offers a challenging irony: that world history could be culturally irrelevant, or inaccurate, for non-Europeans. Drawing on Indigenous, postcolonial and critical social studies scholarship, this study offers a new framework identifying five attributes of a Eurocentric World History curriculum and uses it to analyze BHP. Findings reveal that BHP materials promote Eurocentrism through its content and source selections, across all five attributes of the framework. Implications for curriculum and pedagogy in the social and natural sciences are discussed. 相似文献
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Sara Freitag Sandra Dunsmuir 《International Journal of Disability, Development & Education》2015,62(4):405-421
This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children’s attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children’s behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD. 相似文献