中重度智力落后儿童性别恒常性与同伴群体关系研究
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摘要
采用自编问卷了解儿童性别恒常性即性别同一性、性别稳定性、性别一致性水平的发展情况;对任课教师进行问卷调查,获得儿童同伴群体关系的类型即孤立、单一性别群体、与另一性别群体互动;并通过访谈法和观察法进一步了解学生发展情况,旨在探讨中重度智力落后儿童性别恒常性与同伴群体类型在年龄、性别上的关系。结果表明:中重度智力落后儿童在19岁仍未完全获得性别恒常性,女生的性别恒常性发展情况好于男生;随着年龄的增长,中重度智力落后儿童性别恒常性发展水平较好;随着性别恒常性的稳定发展,11～19岁的中重度智力落后儿童的同伴群体关系逐步倾向于单一性别群体、与另一性别群体互动。
A self-designed questionnaire was used to understand the development of children's gender constancy, that is, gender identity, gender stability, and gender consistency, and a questionnaire survey was conducted among teachers. The types of peer group relationships of children are isolated, single sex groups, interacting with another gender group. The purpose of this study was to investigate the relationship between gender constancy and peer group in children with moderate and severe mental retardation. The types of peer relationships of children were determined by questionnaire survey. The results are as follows: Children with moderate and severe mental retardation at the age of 19, the development of gender constancy of girls is better than that of boys;With the increase of age, the development level of gender constancy becomes better. With the steady development of gender constancy, children aged 11～19 years with moderate and severe mental retardation tend to interact with single sex group and with another sex group.
A self-designed questionnaire was used to understand the development of children's gender constancy, that is, gender identity, gender stability, and gender consistency, and a questionnaire survey was conducted among teachers. The types of peer group relationships of children are isolated, single sex groups, interacting with another gender group. The purpose of this study was to investigate the relationship between gender constancy and peer group in children with moderate and severe mental retardation. The types of peer relationships of children were determined by questionnaire survey. The results are as follows: Children with moderate and severe mental retardation at the age of 19, the development of gender constancy of girls is better than that of boys;With the increase of age, the development level of gender constancy becomes better. With the steady development of gender constancy, children aged 11～19 years with moderate and severe mental retardation tend to interact with single sex group and with another sex group.
引文
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[14] 陈小清.中学生同伴交往的现状及教育对策[J].江苏教育,2017,3(24):50-52.
[15] 高可欣.大学生性别角色发展对其人际困扰的影响[D].石家庄:河北师范大学,2017.
[2] SLABY R G,FREY K S.Development of gender constancy and selective attention to same-sex models[J].Child Development,1975,46(4):849-856.
[3] 范珍桃,方富熹.儿童性别恒常性发展[J].心理科学进展,2004,12(1):45-51.
[4] 滕春玉.低年级智力落后儿童性别认知和行为发展的调查研究[D].武汉:华中师范大学,2011.
[5] 常倩倩,孙圣涛.中重度智力落后儿童性别认知的研究[J].中国特殊教育,2009(12):32-35.
[6] BUSSEY K,BANDURA A.Social cognitive theory of gender development and differentiation[J].Psychological Review,1999,106(4):676-713.
[7] SANTROCK J W.青少年心理学[M].寇彧,译.北京:人民邮电出版社,2013.
[8] 鞠雅坤.小学随班就读听障儿童班级同伴交往的个案研究[D].上海:华东师范大学,2016.
[9] 刘青青.3岁～6岁幼儿性别概念认知发展的实验研究[J].早期教育(教科研版),2012(10):33-36.
[10] 沈杰.幼儿的性别恒常性及其性别偏好发展研究[J].湖州师范学院学报,2016,38(6):100-106.
[11] 范珍桃,方富熹.学前儿童性别恒常性的发展[J].心理学报,2006(1):63-69.
[12] 王小慧,戴思玮.5-6岁幼儿同伴关系的社会网络分析[J].学前教育研究,2014(3):22-29.
[13] 陈俊梅.高中生同伴接纳现状及教育对策研究[D].成都:四川师范大学,2017.
[14] 陈小清.中学生同伴交往的现状及教育对策[J].江苏教育,2017,3(24):50-52.
[15] 高可欣.大学生性别角色发展对其人际困扰的影响[D].石家庄:河北师范大学,2017.