智力障碍儿童功能性词汇教学研究

A Study of Functional Vocabulary Teaching in Children With Intellectual Disabilities

以功能性评估为基础选取词汇,采用交替实验设计,对3名轻度智障儿童词汇学习实施干预,比较直接教学法与社会故事教学法在功能性词汇教学中的优劣势。研究结果表明:直接教学与社会故事教学皆有利于智力障碍儿童功能性词汇的学习;在干预初期直接教学效果优于社会故事教学,但在干预后期社会故事教学效果逐渐优于直接教学;社会故事教学维持效果优于直接教学。

This study selected vocabulary based on functional evaluation,and used alternative experiment design to intervene in the vocabulary learning of three children with mild intellectual disabilities. It compared the superiority and weakness of the two teaching methods in the intellectual disabilities classroom. The results show that direct teaching and social story teaching are beneficial to the functional vocabulary learning of children with intellectual disabilities;excellent direct teaching effect in the early stage of intervention is better than story teaching,but the effect of social story in the late stage of intervention is gradually better than direct teaching;and the maintenance of social story teaching is better than direct teaching.