中文摘要：

本研究以普通幼儿园的15名听觉障碍幼儿为研究对象，采用同伴提名、观察、社会网络分析、访谈等方法探究他们在融合教育环境中的同伴关系现状、影响因素及改善措施，结果表明听障幼儿的同伴接纳度不高，双向选择的朋友数量有限，朋友也多为同性别的其他听障幼儿；虽然听障幼儿大都能积极主动地发起交往，但其交往活动多发生在游戏活动时间之外，交往对象以听障幼儿和同桌健听幼儿为主，交往行为中负向行为占有一定的比例，更偏爱用肢体动作进行交往，并多以自我为中心，观点采择能力差，被同伴拒绝多于他们对同伴的拒绝，交往态度与行为不一致；大多数听障幼儿的同伴网络地位较低，而听障幼儿间的联系则更紧密。影响听障幼儿同伴关系的因素主要有幼教机构、教师、父母和听障幼儿自身等，其中幼教机构是关键，主要包括对教师的相关教育不够、和家长沟通不良、轻视幼儿社会性发展、给幼儿的游戏时间太短等。为改善听障幼儿的同伴关系，幼儿园应支持融合教育教师专业发展、组织家庭和班级结对子、重视区域活动；教师应积极评价听障幼儿、尊重听障幼儿同伴群体的文化生态、帮助听障幼儿养成“倾听”的习惯、提高听障幼儿观点采择能力、增强听障幼儿的交往技能；健听幼儿父母要接纳听障幼儿，听障幼儿父母则要更注意多为听障幼儿提供与同龄人交往的机会。

英文摘要：

This study took 15 hearing-impaired young children in an ordinary kindergarten as the research object with methods of peer nomination, observation, social network analysis and interview to explore the current situation, influential factors and improving measures of their peer relationships. The results found that the most of hearing-impaired children were in poor peer relationships in the ordinary kindergarten. They often had a low peer acceptance, and a limited number of mutual chosen friends, of which most were the same gender and hearing-impaired children. Their interaction often took place beyond the game time and negative behavior occupied certain proportion. They prefer using body movements to communicate and were more self-centered for they lack the ability to adopt a right viewpoint. It＇s not surprising they accepted more rejections than getting agreements from their partners because their attitudes often contradicted with their behavior. There were many factors that influence hearing-impaired children＇s peer relationships, including preschool education institutions, teachers, parents and the hearing-impaired children themselves, among which the preschools were the key, such as inadequate education for teachers, poor communicating with parents, neglect of children＇s social development and shortage of play time. It .need improve these children＇s peer relationships. Preschools should support the professional development of inclusive education teachers, organize family and class twinning, and pay more attention to the area of activity. Inclusive education teachers should evaluate these children actively, respect for their peer group, help them get into the habit of listening, and strengthen their interaction skills. Parents of normal children and hearing-impaired children should both provide more opportunities for children to interact with all oartners.