听障婴幼儿亲子活动师幼互动行为研究

A Case Study Report of the Interactive Behaviors During Parent-child Activities Specifically Between Teachers and Hearing-Impaired Children

目的了解听障婴幼儿在亲子活动中师幼互动行为的现状,并提出改进建议。方法采用观察法和访谈法,记录亲子活动中9名听障婴幼儿和3名老师的师幼互动行为。结果在亲子活动中,教师的发起形式主要以语言为主,对应的幼儿回应次数也最多;幼儿在回应形式上,最多为眼神注视,动作与发音模仿形式最少。听障婴幼儿的发起形式主要以动作为主,对应的教师回应次数也最多,教师在回应形式上,肯定行为的师幼互动形式最常出现。结论听障婴幼儿的发起次数整体低于教师发起的互动次数,在亲子活动中,教师仍然处于绝对的主导地位。

Objective To understand the current behaviors of hearing-impaired children-the interactions with teachers within parent-child activities,to diagnose the results and reasons and to carry out suggestions for improvement.Methods The method of observation and interview was adopted.By observing and recording nine hearing-impaired infants and three teachers in the parent-child activity,this paper analyzes the present situation of hearing-impaired children's interaction behavior.Results During parent-child activities,teachers were still mainly using the spoken language to carry out the activity,which was the method that got the most responses from the hearing-impaired children.The most common response received from those children was eye contact,whereas two of the least common responses received were actions and pronunciation imitation.The hearing-impaired children chose to start the activity by becoming more active in class,which was the method that received the most responses from teachers.From the teacher perspective,they tended to use affirmative action to provide responses.Conclusion The total number of interactions initiated by the hearing-impaired children is generally lower than those by teachers.Within the parent-child activities,teachers are still in the absolute dominant positi on.