摘要
自闭症儿童普遍具有假装游戏障碍,即使具有假装能力其发展水平也相对较低。该障碍与自闭症儿童缺乏元表征能力、缺乏对社会化过程的规则内化能力有关。研究者证实把假装游戏的教学过程视觉化处理,安排假装游戏水平较高的成人或同伴参与等策略有助于提高自闭症儿童的假装游戏水平。建议重视自闭症儿童假装游戏发展对其社会性发展的重要作用,从其元表征等基础认知入手设计假装游戏活动,还要尽可能创设有利于开展假装游戏的融合环境。
Children with autism are generally with a pretend play disorder, even with the ability to pretend that their development level is relatively low. The disorder is related to the lack of meta representation and the ride internalization in children with autism. To visualize the teaching process of pretending to play, to arrange for an adult or partner with a higher level of play, which will help to improve the level of pretend play in children with autism. The paper suggests that we should pay more attention to the role of the play in the social development of children with autism, design the pretend play activities based on meta representation, and create a good environment for the game.
作者
王姣艳
WANG Jiaoyan(Nanjing Normal University of Special Education Nanjing Jiangsu 210038)
出处
《现代特殊教育》
2016年第22期48-53,共6页
Modern Special Education
基金
江苏省教育科学"十二五"规划重点项目"自闭症谱系障碍儿童的假装游戏发展及其干预研究"(项目批准号:B-b/2013/02/380)
江苏省高校哲学社会科学优秀创新团队(培育点)"残疾人专业服务与资源建设"
教育部专项课题"自闭症自闭症儿童早期教育与‘幼小衔接’一体化教育模式研究"(2014)的阶段性成果
关键词
假装游戏
自闭症
反思
pretend play
autism
reflection
