摘要
普通幼儿对特殊幼儿的同伴接纳是一个递进式的复杂发展过程。采用非等组前后测准实验设计考察教育戏剧对特殊幼儿同伴接纳的干预效果,研究结果显示,实验组教育戏剧实施后,特殊幼儿的同伴接纳水平得到提升,逐渐从消极接纳组进入积极接纳组;特殊幼儿的受欢迎程度提升,逐渐从网络边缘位置移向网络中心位置,社交网络影响力提升;小班阶段是实施教育戏剧干预的最佳时期;教育戏剧可让所有的幼儿受益,应成为融合幼儿园课程体系中的重要组成部分。
The peer acceptance of normal children to special children is a progressive and complex development process.Quasi-experimental design of non-equal group preand posttest was used to investigate the intervention effect of drama in education on peer acceptance of special children.The results show that,after the implementation of drama in education in the experimental group,the peer acceptance level of the special children is improved,and they gradually change from the negative acceptance group to the positive group;the popularity of special children increases,and they gradually move from the edge of the network to the center with the increase of influence of social networks;junior class is the best time to implement peer acceptance intervention;drama in education can benefit all children,which should be an important part of inclusive kindergarten curriculum system.
作者
王琳琳
魏秋雨
WANG Linlin;WEI Qiuyu(Faculty of Education,Yunnan Normal University,Kunming 650500)
出处
《现代特殊教育》
2021年第14期34-45,共12页
Modern Special Education
基金
2020年度云南省教育厅科学研究项目“云南省特殊教育学校质量评估体系研究”(ZX2020010518)的阶段性研究成果。
关键词
特殊幼儿
教育戏剧
同伴接纳
干预
special children
drama in education
peer acceptance
intervention
