摘要
在大力提倡促进教育公平和提高教育质量的背景下,为了改变融合教育改革过程中残疾学生和普通学生“貌合神离”的现状,研究设计了针对同伴交往的团体心理辅导方案,并在两个融合教育实验班级中对42名学生进行了历时两个月的干预。使用《儿童同伴关系量表》和个别访谈检验团体心理辅导效果,结果均表明团体心理辅导模式可以有效提高融合教育班级中残疾学生和普通学生的同伴关系质量。
Under the background of promoting education equity and improving education quality,in order to change the problem of seemly in harmony but actually at variance between the disabled students and ordinary students in the process of integrated education in this study,a group counseling program on embedded peer interaction is designed and carried out on 42 students in two integrated education experiment classes for two months.The Child Peer Relationship Scale and individual interviews are used to test the effect of intervention.The results show that group counseling program on embedded peer communication model can effectively improve the quality of peer relationship between disabled students and ordinary students in integrated education classes.
作者
许有云
XU You-yun(School of Teacher Education,Nanjing Xiaozhuang University,Nanjing,Jiangsu 211171,China)
出处
《教育教学论坛》
2023年第33期41-44,共4页
Education And Teaching Forum
基金
2021年度江苏省教育科学“十四五”规划重点课题“随班就读儿童心理适应性的共生发展机制研究”(B/2021/01/96)。
关键词
团体心理辅导
同伴交往
融合教育
group counseling program
peer communication
integrated education
