摘要：本文通过对上海市金山区6名肢体残疾、轻度弱智的初中生进行非结构式访谈，了解随班就读残疾初中生的人际关系问题。从调查的情况来看，缺乏交往动机、交往对象固定、社交经验欠缺、良性互动受限是目前随班就读残疾初中生人际关系存在问题的主要表现。导致随班就读残疾初中生的人际关系问题的原因，主要有个体的自我认知存在偏差，家长教育职能逐渐消失、学校的师生认同感不高、以及特殊教育资源不够完善等。为此，本文提出残疾初中生人际关系问题的改进策略，首先，帮助残疾初中生提高自我评价，增强自信心；其次，鼓励学校师生主动接纳和包容，加强人文关怀；再次，鼓励残疾学生父母更多的给予沟通和交流，了解子女真实所需；最后，建议政府加大支持力度，为改善当前随班就读初中生的人际关系问题提供更加专业和完善的教育资源。70207

毕业论文关键词： 随班就读；残疾初中生；人际关系；特殊教育

Interpersonal Relationship of Disabled Middle School Students Learning in Regular Class in Junior Middle School JS ,Jinshan District，Shanghai

Abstract：In this article, the Shanghai Jinshan district 6 physically and mild intellectual disabled middle school students learning in regular class as the research object, mainly uses the unstructured interview method , understand the interpersonal relationship problem of disabled secondary school students in regular classes. Judging from the investigation, the lack of affiliation motivation and social experience, fixed interactive objects and restricted benign interaction are the main performance of the problem. This is because of the deviation of inpidual self-cognition, the disappearance of parent education function, the lack of school teachers' identity and special education resources. To this end, this paper presents some improve strategies for the interpersonal problems of disabled middle school students. First, we can help disabled middle school students to improve self-evaluation and enhance self-confidence; secondly, to encourage teachers and students to take the initiative to accept and tolerate them and strengthen humanistic care; Furthermore, to encourage their parents have more communication with them , in order to understand their real needs; Finally, government support and provide more professional and perfect educational resources to improve the current class attendance middle school students’ interpersonal problems.

Key Words: learning in regular class; disabled middle school students; interpersonal relationship; special education 

目  录

一、绪论 1

（一）研究缘起 1

（二）文献综述 1

（三）核心概念的界定 2

（四）研究方案 2

二、随班就读残疾初中生人际关系现状描述 3

（一）缺乏交往动机 3

（二）交往对象固定 4

（三）社交经验欠缺 4

（四）良性互动受限 5

三、随班就读残疾初中生人际问题的归因分析 5

（一）个体自我认知有偏差 5

（二）学校师生认同度不高 6

（三）家长教育职能渐消失 7

（四）特殊教育资源不完善 7

四、随班就读残疾初中生人际交往的改进策略