积木游戏在智障儿童教育干预中的应用
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摘要
积木游戏是对儿童影响颇为深远的游戏之一,在家庭早期教育、学前教育、小学数学等领域表现出良好的适用性。因具备操作性、表征性、多样性等优势逐渐被研究者运用到智障儿童的教育干预中。文章主要分析积木游戏在智障儿童数学的学习、精细动作的发展、语言能力的增长、审美能力及社会适应能力等方面的应用价值,并总结积木游戏应用在智障儿童教育干预中的指导原则,以期为积木游戏进一步应用于智障儿童教育干预提供支持。
Building block games are one of the most influential games for children, which show good applicability in early family education, preschool education, primary school mathematics and other fields.Because of the advantages of operability, representativeness and diversity, researchers have been graduallyapplied to the educational intervention of mentally retarded children. This paper mainly analyses the applicationvalue of building block games in mathematics learning, fine action development, language ability growth,aesthetic ability and social adaptability of mentally handicapped children, and summarizes the guiding principlesof applying building block games in educational intervention of mentally handicapped children, in order toprovide further support for the educational intervention of mentally handicapped children.
Building block games are one of the most influential games for children, which show good applicability in early family education, preschool education, primary school mathematics and other fields.Because of the advantages of operability, representativeness and diversity, researchers have been graduallyapplied to the educational intervention of mentally retarded children. This paper mainly analyses the applicationvalue of building block games in mathematics learning, fine action development, language ability growth,aesthetic ability and social adaptability of mentally handicapped children, and summarizes the guiding principlesof applying building block games in educational intervention of mentally handicapped children, in order toprovide further support for the educational intervention of mentally handicapped children.
引文
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[8]王辉.特殊儿童感知觉训练[M].南京.南京大学出版社,2012:279-283.
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[10]郝昱,刘巧云.语言障碍儿童方位词训练范式的设计与实施[J].中国听力语言康复科学杂志,2018,16(2):142-144.
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[12]程欢.积木游戏对5-6岁幼儿几何形体认知的影响实验研究[D].天津:天津师范大学,2017.
[13]刘娇娇.大班儿童积塑拼插游戏观察研究[D].保定:河北大学,2014.
[14]李琦.结构玩具提升儿童审美意识的途径与设计方法研究[D].北京:中国美术学院,2009.
[15]刘嫣静.谈如何促进智障儿童的社会性发展[J].现代特殊教育,2016(5):27-28.
[16]赵雪岑.积木游戏中幼儿游戏性表现的现状研究[D].上海:华东师范大学,2017.
[17]何侃.特殊儿童康复概论[M].南京:南京师范大学出版社,2015:249.
[18]董素芳.结构游戏材料投放方式对儿童结构游戏行为影响的研究[D].上海:华东师范大学,2007.
[2]任加艳.手指游戏对学前智障儿童的价值及课程开发[J].绥化学院学报,2014(7):67-70.
[3]刘彦宏.积木游戏中幼儿数学行为与教师干预[J].天津市教科院学报,2017(6):85-87.
[4]谢明.感知觉统合的理论与实践[M].天津:新蕾出版社,2016:92.
[5]MARY W M.Children learn about science through block building[J].The Block Book,1983:72.
[6]培智学校义务教育课程设置实验方案[J].现代特殊教育,2007(3):10-13.
[7]傅帆.积木游戏中幼儿数学行为及教师干预研究[D]上海:华东师范大学,2012.
[8]王辉.特殊儿童感知觉训练[M].南京.南京大学出版社,2012:279-283.
[9]刘春玲,马红英.智障儿童的发展与教育[M].北京:北京大学出版社,2011:83-88.
[10]郝昱,刘巧云.语言障碍儿童方位词训练范式的设计与实施[J].中国听力语言康复科学杂志,2018,16(2):142-144.
[11]徐仲卿.结构游戏中5~6岁幼儿同伴交往行为的研究[D].上海:上海师范大学,2015.
[12]程欢.积木游戏对5-6岁幼儿几何形体认知的影响实验研究[D].天津:天津师范大学,2017.
[13]刘娇娇.大班儿童积塑拼插游戏观察研究[D].保定:河北大学,2014.
[14]李琦.结构玩具提升儿童审美意识的途径与设计方法研究[D].北京:中国美术学院,2009.
[15]刘嫣静.谈如何促进智障儿童的社会性发展[J].现代特殊教育,2016(5):27-28.
[16]赵雪岑.积木游戏中幼儿游戏性表现的现状研究[D].上海:华东师范大学,2017.
[17]何侃.特殊儿童康复概论[M].南京:南京师范大学出版社,2015:249.
[18]董素芳.结构游戏材料投放方式对儿童结构游戏行为影响的研究[D].上海:华东师范大学,2007.