研究目的：盲生的社会适应能力始终是视障教育领域关注的焦点。人在成长过程中通过不断地与外部世界相互作用来认识环境，适应环境。然而，视觉障碍导致盲生无法通过视觉信息获得表象，习得适应性行为，以至于出现一系列适应问题。家庭是个体社会化最初的场所，对盲生的社会适应具有重要意义。本研究在家庭系统理论的基础上，考察盲校初中生家庭整体系统内部的夫妻子系统对亲子子系统的影响，从而影响盲生社会适应的作用机制。即亲子沟通和自尊在父母冲突和社会适应间的链式中介作用。 研究方法：本研究研究对象中的盲生来自全国七个城市的七所特教学校（北京、天津、邢台、武汉、郑州、泰安、济南）初中部。同时，按照盲生数量在各个城市随机抽取普通中学生进行比较。研究工具包括自编基本情况调查表、儿童对父母冲突的感知量表、父母-青少年沟通量表（PACS）、Rosenberg自尊量表(SES)和少年儿童社会适应量表。全量表的Cronbach系数α为0.864。使用SPSS 22.0和Amos 22.0进行数据的统计分析。 研究结论： （1）盲生感知到的父母冲突强度显著高于冲突频率，并显著高于冲突解决；盲生母子开放性沟通得分高于父子开放性沟通，但未达到显著水平，两因素显著高于父子问题性沟通和母子问题性沟通；盲生社会适应的人际协调和人际友好水平显著低于学习自主、社会活力、生活独立、社会认同、环境满意和活动参与。 （2）盲生与普通初中生在感知到的父母冲突总分和冲突频率、冲突强度、冲突解决三个维度均不存在显著差异；盲生与普通初中生在父子沟通和母子沟通总体质量上不存在显著差异，但普通初中生的母子沟通开放性显著高于盲生；盲生的自尊水平显著高于普通初中生；普通初中生在社会适应总分和社会适应内部的学习自主、生活独立、人际协调和人际友好维度上的得分显著高于盲生。 （3）盲生感知到的父母冲突总分及三个特征在性别、是否独生子女和视力残疾程度上不存在显著差异；非独生子女在母子问题性沟通上的得分高于独生子女，即独生子女的母子沟通问题性相对较高；盲生自尊在性别、是否独生子女和视力残疾程度上均没有显著差异；盲生社会适应的性别差异显著，具体表现为女生得分显著高于男生。视力残疾程度对社会适应总分的影响不显著，但全盲生环境满意水平显著高于低视生，生活独立水平显著低于低视生。 （4）父母冲突、亲子沟通、自尊和社会适应四个变量之间两两相关，盲生父母冲突与自尊、亲子沟通和社会适应之间呈显著负相关；自尊与社会适应显著正相关；亲子沟通与自尊和社会适应之间显著正相关。 （5）父母冲突直接负向预测盲生社会适应水平。 （6）亲子沟通（父子沟通和母子沟通）在父母冲突与社会适应间发挥完全中介作用，自尊在父母冲突和社会适应间发挥完全中介作用。 （7）亲子沟通（父子沟通和母子沟通）和自尊在父母冲突和社会适应之间发挥链式中介作用。

Blind students' social adaptability has always been the focus in the field of visually impaired education. People in the process of growing up through continuous interaction with the outside world to understand the environment, adapt to the environment. However, visual impairment make blind students difficult to acquire adaptive behavior through visual information, resulting in a series of adaptation problems. Family is the initial place of individual socialization, which is of great significance to the social adaptation of blind students. Based on the theory of family system, this study investigates the influence of the husband and wife subsystem on the parent-child subsystem in the whole family system of junior high school students in blind schools, thus affecting the mechanism of social adaptation of blind students. Parent-child communication and self-esteem The chain-mediated role between parental conflict and social adaptation. The blind students in this study came from seven special schools in seven cities (Beijing, Tianjin, Xingtai, Wuhan, Zhengzhou, Tai'an, Jinan). At the same time, according to the number of blind students in each city， selecting students from ordinary middle school randomly to compare. The research tools include self-compiled basic information questionnaire, Children's Perception of Interparental Conflict Scale (CPIC), Parent-Adolescent Communication Scale (PACS) , Rosenberg Self-Esteem Scale (SES) and Children's Social Adaptation Scale. The Cronbach coefficient of the whole scale is 0. 864. Using SPSS 22. 0 and Amos 22.0 Statistical tools to deal with the data. 1）The perceived parental conflict intensity of blind students was significantly higher than the conflict frequency and significantly higher than that of conflict resolution, the score of open communication between mother and son was higher than that of father and son, but it did not reach the significant level. The level of interpersonal coordination and interpersonal friendliness of social adaptation of blind students was significantly lower than that of learning autonomy, social vitality, life independence, social identity, environmental satisfaction and activity participation. 2）there was no significant difference in the perceived total score and frequency of parental conflict, conflict intensity and conflict resolution between blind students and ordinary junior high school students; There is no significant difference in the overall quality of parent-son communication and mother-son communication between blind students and ordinary junior high school students, but the openness of mother-child communication of ordinary junior high school students is significantly higher than that of blind students, and the self-esteem level of blind students is significantly higher than that of ordinary junior high school students. The scores of general junior high school students in the dimensions of total social adaptation and internal learning autonomy, independence of life, interpersonal coordination and interpersonal friendliness were significantly higher than those of blind students. 3）There was no significant difference in the total score and three characteristics of parental conflict perceived by blind students in gender, whether the only child and the degree of visual disability, and the score of non-only child in the problem communication between mother and child was higher than that in only child. That is, the communication problem between mother and child of only child is relatively high; there is no significant difference in self-esteem of blind students in sex, whether the only child is only child and the degree of visual disability; the gender difference in social adaptation of blind students is significant. The results showed that the scores of girls were significantly higher than those of boys. The degree of visual disability had no significant effect on the total score of social adaptation, but the level of environmental satisfaction of the whole blind students was significantly higher than that of the low vision students, and the level of living independence was significantly lower than that of the low vision students. 4) Parental conflict, parent-child communication, self-esteem and social adaptation are two variables, blind parents conflict and self-esteem, parent-child communication and social adaptation are significantly negative correlation, self-esteem and social adaptation are significantly positive correlation. There was a significant positive correlation between parent-child communication and self-esteem and social adaptation. 5) the level of social adaptation of blind students was predicted directly and negatively by parental conflict. 6) Parent-child communication (parent-child communication and mother-son communication) plays a complete intermediary role between parental conflict and social adaptation, and self-esteem plays a complete intermediary role between parental conflict and social adaptation. 7）Parent-child communication (parent-child communication and mother-child communication) and self-communication Respect plays a chain role between parental conflict and social adaptation.