课堂中教师非言语行为与学前期自闭症儿童主动沟通的相关研究

A Study on the Relationship Between Teachers’Nonverbal Behaviors in Class and Spontaneous Communication in the Preschool Children With Autism

采用观察法和录像法对音乐课堂上新手教师和熟手教师的非言语行为以及自闭症儿童的主动沟通进行记录,发现教师非言语行为中的副语言、副体态语和具有调控组织教学功能的非言语行为与自闭症儿童主动沟通呈正相关。对教师提出以下建议:合理使用副语言、副体态语。根据学生特点调控组织教学。新手教师发挥自身优势,规范自身非言语行为;熟手教师改进非言语交流方式,提高自身的教学水平。

Observation and video recording were used to record the nonverbal behaviors of novice teachers and skilled teachers as well as the spontaneous communication of autistic children in music class.It was found that the teachers’paralanguage,vice body language and nonverbal behaviors with the function of regulating and organizing were positively correlated with the spontaneous communication of autistic children.Based on this,the following suggestions are proposed:reasonable use of paralanguage,vice body language;using control organization teaching based on the characteristics of students.Furthermore,novice teachers give play to their advantages and regulate their nonverbal behaviors and skilled teachers improve their nonverbal behaviors and improve their teaching level.