培智学校实施交互教学模式的探索与实验

Explorative Experiment on Reciprocal Teaching in the School for Children with Intellectual Disabilities

以培智学校24名7年级不同智障程度的学生为研究对象,考察了交互教学在培智学校学生阅读教学中的效果,并进一步探讨交互教学模式对智障儿童的适用性。研究采用两因素完全随机实验设计,进行为期八周的教学实验。结果表明:(1)应用交互教学进行策略学习是有效的,实验组学生在提问和小结策略的使用上与常规教学组有显著差异;(2)交互教学实验组学生在阅读理解成绩和理解监控上显著优于对照组,后者的差异主要体现在轻度学生之间的差异上。

A total of 24 seventh-year students with different degrees of mental retardation from the School for Children with Intellectual Disabilities were selected to probe into the effect of reciprocal teaching on those students＇ reading comprehension,as well as the applicability of reciprocal teaching to mentally retarded children.The study made an 8-week teaching experiment by means of a completely random two-factor experimental design.The findings show the following：（1） The application of reciprocal teaching to learning strategies is effective in that compared with the control group,the experimental group shows a significant difference in the application of the strategies on asking questions and making a summary.（2） The experimental group is significantly superior to the control group in reading comprehension and comprehension monitoring,and the difference between the two groups in comprehension monitoring is mainly reflected in the slightly retarded students.