王亚梅 王芬萍

摘要：分享行为是提高智障儿童的社会交往能力、建立和谐的人际关系的重要途径，有助于其更好地融入社会、参与社会生活，但部分智障儿童不懂得如何正确地与他人分享或不愿意分享，影响了其社交能力和人际关系，移情训练能有效提升个体的分享行为。以1名10岁中度智障儿童为研究对象，根据她的分享行为现状，结合文献查阅，将对其分享行为的干预分为了解分享、体验被分享的乐趣，愿意分享但较被动，愿意主动分享三个阶段进行。在教师的移情训练下，孩子的分享行为显著提升。建议：（一）重视培养，充分利用教育机会；（二）学习掌握多种方法，综合运用；（三）重视家校合作与泛化。

关键词：移情训练；智障儿童；分享行为

中图分类号：G612B844.1文献标识码：A文章编号：2095-6916（2024）12-0129-05

An Intervention Study of the Influence of Empathetic Training on Sharing Behavior of Children with Intellectual Disabilities

Wang YameiWang Fenping

（Yanxiang School in Yanta District of Xian City， Xian 710065）

Abstract： Sharing behavior is an important way to improve the social communication ability and establish a harmonious interpersonal relationship of children with intellectual disabilities， which is helpful for them to better integrate into society and participate in social life. However， some children with intellectual disabilities dont know how to share with others correctly or are unwilling to share， which affects their social ability and interpersonal relationship. Empathetic training can effectively improve individuals sharing behavior. Taking a 10-year-old child with moderate intellectual disability as the research subject， according to the current situation of her sharing behavior and literature review， the intervention on her sharing behavior is divided into three stages： understanding sharing， experiencing the pleasure of being shared， willing to share but in a passive way， and willing to share actively. The childs sharing behavior improved significantly under the teachers empathy training. Suggestions are： （1） paying attention to the cultivation of sharing and make full use of educational opportunities; （2） learning to master various methods and applying them comprehensively; （3） paying attention to home-school cooperation and generalizing the objects and subjects of sharing.

Keywords： Empathetic training; children with intellectual disabilities; sharing behavior

智障儿童指在智力功能和适应行为两方面都存在显著限制为特征的障碍，且障碍发生在18岁之前的儿童［1］。受其生理或障碍的影响，加之家长溺爱或过度保护，使得其在日常生活中总是以自我为中心，缺乏相互分享的机会及能力的锻炼［2］，大部分智障儿童的分享行为较差［3］，具体表现为不愿意分享、分享较被动或不懂得如何正确与别人分享等。2022年11月教育部印发的《特殊教育办学质量评价指标》学生适宜发展指标中明确指出，特殊学生要采用适合的方式进行社会交往［4］，说明不仅要提高智障儿童的社会交往能力，更要引导其以适合的方式进行社会交往。那么，哪些行为能帮助智障儿童更好地以合适的方式进行社会交往？……