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目的了解听障幼儿在绘画中表现出来的心理特征,5~6岁听障幼儿的何种绘画特征与健听幼儿之差异,以及有行为问题的听障幼儿较集中的绘画特征。方法以5~6岁的19名听障幼儿研究对象,38名同龄健听幼儿作为对照组,由家长填写Achenbach儿童行为量表,两组幼儿进行房树人绘画测验。结果听障组幼儿与健听组儿童相比行为问题检出率没有显著差异(χ2=3.361,P>0.05),听障组幼儿思维问题因子得分显著高于健听组幼儿(t=-2.725,P<0.01);听障组幼儿的绘画表现出自我评价低、社会交往退缩的特点。结论听障幼儿在房树人绘画中在画面整体特征、人物的绘画特征上较为集中的体现出与健听组幼儿的差异,描绘人物的水平明显低于健听组幼儿,绘画内容较少、绘画过程中模仿同伴。幼儿教师应了解听障幼儿心理特点,开展相应教育活动。
Objective To understand the psychological characteristics of hearing-impaired children in the painting, the differences between the pictorial characteristics of hearing-impaired children aged 5 ~ 6 and the hearing-impaired children, and the more concentrated pictorial characteristics of hearing-impaired children with behavioral problems. Methods Nineteen hearing-impaired children aged 5 to 6 years old and 38 hearing-impaired children of the same age were selected as control group. Achenbach children’s behavior scale was filled in by parents. Results There was no significant difference in the detection rate of behavioral problems between hearing-impaired children and hearing-impaired children (χ2 = 3.361, P> 0.05). The scores of thinking problems in hearing-impaired children were significantly higher than those in hearing-impaired children (t = -2.725 , P <0.01). The children with hearing impairment showed low self-evaluation and receded social interaction. Conclusion Hearing impaired children in Fangshu painting in the overall picture features, character painting characteristics are more concentrated with the hearing-sounding group of children reflects the difference between the level of portrayal of characters is lower than the hearing-sounding group of children, less content of the painting, Imitation companion in the process of painting. Kindergarten teachers should understand the psychological characteristics of hearing-impaired children, to carry out the corresponding educational activities.