The Improvement Of Prosocial Behavior Of Low Grade Deaf Students In Primary School With The Help Of New Integration Group

Prosocial behavior conforms to social expectation and is beneficial to society and others.It is an important indicator of individual socialization.In the field of special education in China,although there are some researches on the prosocial behavior of special students,no one has specialized in the cultivation of the prosocial behavior of hearing-impaired junior middle school students.In this study,through the experimental method,to explore this.On this basis,through the way of group intervention,using cognitive change method,role play method,example method,strengthening intervention method and other educational intervention methods,to cultivate the prosocial behavior of hearing-impaired junior high school students.This study is of great educational significance for enriching the research on prosocial behavior in China,promoting the development of the ability of prosocial behavior of low-grade deaf students in primary school,and improving the socialization level of low-grade deaf students in primary school.The results are as follows(1)The self-designed prosocial behavior questionnaire for hearing-impaired primary school students consists of three dimensions: sharing behavior,humility behavior and cooperation behavior.Through statistical analysis,the questionnaire has good reliability and validity,which meets the requirements of educational measurement,and can be used as a test tool for this study.(2)The results of the pretest comparison between the experimental class and the control class show that before the experiment,there is no significant difference in the total score and each dimension score of the prosocial behavior between the experimental class and the control class;after the experiment,there is no significant difference in the total score and each dimension score of the prosocial behavior between the experimental class and the control class,and the students in the experimental class are significantly higher than the control class in the cooperative behavior,sharing behavior and total average score,but in the humble behavior There was no significant difference between the two groups.(3)The results of pre-test and post test show that there is a significant difference in the total score of prosocial behavior,which indicates that the intervention experiment improves the overall level of students’ prosocial behavior.(4)In the pretest comparison of the three dimensions of prosocial behavior,there is a significant difference in the scores of sharing behavior and cooperation behavior,but there is no significant difference in the scores of humility behavior.(5)In the comparison of prosocial behavior of students in different gender,grade and family,the scores of girls are significantly different,but the scores of boys are not significant: the scores of primary school students in grade two are significantly different,but the scores of primary school students in grade two and grade one are not significantly different;the scores of students from single parent families are significantly different,but the scores of students from complete families are not significantly different.(6)After receiving education,the overall situation of prosocial behavior of students in the experimental class has been significantly improved,which shows that the effect of education intervention is significant.