假装游戏在智障儿童虚词训练中的应用研究
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摘要
研究采用单一被试法中的A-B-A实验设计,以个案虚词水平为因变量、假装游戏教学为自变量,经过访谈、评估、拟订方案后对1名智力障碍男孩实施干预与追踪观察,以探讨假装游戏在智障儿童虚词训练中的应用效果。研究发现:假装游戏教学对智障儿童的整体虚词水平具有积极的显著影响与维持效果,有助于提升智障儿童的日常语言沟通能力及其理解与运用副词、介词、连接词的能力,因而特教工作者可酌情选择假装游戏进行教学。
In this research, A-B-A experimental design in single-participant research method is adopted, and the individual case's proficiency in function words is taken as the dependent variable, and the instruction of pretend game is taken as the independent variable. Through interview, evaluation and plan-making, intervention is implemented on a mentally retarded boy. Furthermore, this boy is also followed up and observed after the completion of intervention. Afterwards, the effect of the practical application of pretend game in mentally retarded children's function words training is explored in accordance with quantized materials of changes before and after the intervention. The study showed that pretend game teaching had a positive impact and preserving effect on the overall function word level of the mentally handicapped children, could help improve the daily verbal communication skills and was beneficial to promote their understanding and use of the adverbs, prepositions and conjunctions.Therefore, special education workers could choose this method at their discretion.
In this research, A-B-A experimental design in single-participant research method is adopted, and the individual case's proficiency in function words is taken as the dependent variable, and the instruction of pretend game is taken as the independent variable. Through interview, evaluation and plan-making, intervention is implemented on a mentally retarded boy. Furthermore, this boy is also followed up and observed after the completion of intervention. Afterwards, the effect of the practical application of pretend game in mentally retarded children's function words training is explored in accordance with quantized materials of changes before and after the intervention. The study showed that pretend game teaching had a positive impact and preserving effect on the overall function word level of the mentally handicapped children, could help improve the daily verbal communication skills and was beneficial to promote their understanding and use of the adverbs, prepositions and conjunctions.Therefore, special education workers could choose this method at their discretion.
引文
[1]薛洁昱.假装游戏的训练对3-4岁儿童心理理论的影响[D].上海:华东师范大学,2013.
[2]倪伟.假装游戏与儿童发展:观点、争论与展望[J].南京师大学报,2014.
[3]匿名.虚词[DB/OL].https://baike.baidu.com/item/虚词/2252854?fr=aladdin.
[4]香港协康会.儿童发展评估表[Z].香港:香港协康会,2013.
[5](美)S.布卢玛.波特奇早期教育方法行为核对表[M].苗淑新,编译.北京:人民教育出版社,1992.
[2]倪伟.假装游戏与儿童发展:观点、争论与展望[J].南京师大学报,2014.
[3]匿名.虚词[DB/OL].https://baike.baidu.com/item/虚词/2252854?fr=aladdin.
[4]香港协康会.儿童发展评估表[Z].香港:香港协康会,2013.
[5](美)S.布卢玛.波特奇早期教育方法行为核对表[M].苗淑新,编译.北京:人民教育出版社,1992.