中英智障儿童语言康复训练对比研究

The Comparative Study on Mentally Disabled Children’s Language Rehabilitation Training between China and England

智障儿童因其智力发展迟缓、大脑发育不全或器质性损伤等原因造成语言障碍,抑制着他们的语言发展,影响着他们的社会交往。文章基于行为主义、认知主义心理学和语言习得理论、神经语言学及社会学相关理论和中英两国智障儿童语言康复研究成果,采用实证研究选取生活化、可视化材料,对4名智障儿童进行为期八个月的历时研究。研究表明,课堂教学中受到教师关注和参与互动,课后得到积极鼓励和更多交流,以及家校联系紧密的学生在语言发展方面呈显著相关性。

Mentally disabled children are because of slow intellectual development,brain dysplasia or physical damage which cause their language barriers,inhibit their language development and affect their social interaction.This study,based on behaviorism,cognitive psychology,and related theories of language acquisition theories,neurolinguistics,and sociology as well as the researches about the language rehabilitations of mentally disabled children between China and England,had a study on 4 mentally disabled children through 8 months,adopting empirical research,selecting life,visual materials.The result shows the students that receive the attention and interactions from teachers in classroom,get a positive encouragement and more communications,and contact closely between parents and schools have significant correlations in language development.