融合教育班级中4～5岁听障幼儿合作能力的实验研究

The Experimental Study of Cooperation Ability of 4-5 Years Old Children in Inclusive Classroom with Hearing-Impaired Children

目的研究听障儿童融合教育班级中4～5岁幼儿合作能力及合作游戏干预效果,为幼儿合作能力的培养提供参考建议。方法选取两个融合教育班级共48名4～5岁儿童为研究对象,一个班级为实验组,另一班级为对照组,在合作游戏干预实验前后分别采用经典卡车竞赛实验对两组幼儿的合作能力进行测试。结果 (1)听障儿童之间的合作水平与听障儿童和普通儿童之间的合作水平具有显著差异(P<0.05),男孩组和女孩组合作能力具有显著差异(P<0.05);(2)干预后对照组和实验组合作能力具有显著差异(P<0.05)。结论同伴分组情况对幼儿合作能力影响较大,通过合作游戏干预可提高融合教育班级中4～5岁普通幼儿和听障幼儿的合作水平。

Objective This study investigates cooperation ability of 4-5 years old children and invention effective in the inclusive classroom with hearing impaired children, and to provide reference and suggestions for cultivating Cooperation ability. Methods 8 hearing impaired children and 40 hearing children in the experimental group and control group were tested by truck competitive experiments at the pre-experiment and post-experiment. Results（1）There were significant group differences in cooperation ability between hearing impaired children＇s cooperation with hearing impaired children and hearing children, boy group and girl group（P〈0.05）.（2）There were significant differences between pre-experiment and post experiment（P〈0.05）.Conclusion peer of group effects cooperation level. Intervention of cooperation play can improve cooperation ability of 4-5 years old hearing impaired children and hearing children.