农村小学生对随班就读同伴接纳态度的调查报告

An Investigation Report on Rural Primary School Students' Attitudes Towards Peer Acceptance in the Context of Inclusive Education

研究主要采用自编问卷调查重庆市4所农村小学随班就读班级的442名学生。结果显示，农村小学生对随班就读同伴接纳态度比较积极，女生、成绩优良的学生、三年级学生、班额31～40个的学生、班有3个特殊同学的学生接纳程度更高。农村小学生更愿意接纳视障、智障类特殊学生；接纳的关键取决于特殊学生是否具有良好的性格和行为习惯。研究最后提出改善农村小学生对随班就读同伴接纳态度的建议：开展形式多样的活动，增进对特殊学生的理解和接纳；改变普通学生观念，培养其与特殊学生交往的技能；塑造特殊学生良好的性格，改善其不良行为。

This study, by using a self-devised questionnaire to survey 442 students （including those with special needs） learning in regular classes in 4 rural primary schools in Chongqing City, aims to explore their peer acceptance. The results show the following： the rural primary school students, especially the girls, those with good learning performance, the third-year students, those learning in a class holding 31-40 students or having 3 students with special needs, have a positive attitude towards peer acceptance in the context of inclusive education; the rural primary school students prefer to accept those with hearing impairment or intellectual disabilities; the key factors for their acceptance of students with special needs are their character and behavior. To conclude, the study presents proposals as follows： carrying out various activities to enhance the understanding and acceptance of the students with special needs; changing the awareness of ordinary students to develop their skills to communicate with students with special needs; and shaping a good character of students with special needs and helping them get rid of bad behavior.