摘要
弱智儿童的脑机制是我国特殊教育界尚未探讨的一个领域。从智力、弱智和学习的本质出发,探讨了弱智儿童脑发育的机制和脑活动机制,认为弱智儿童脑发育的正常机制因为先天、后天的遗传异常或损伤遭到了破坏,由此导致了神经系统的传导失能,并表现为神经环路的形成困难、传导的信息堵塞和消失这些主要的神经活动特点。提出了干预或教育弱智儿童的三大措施,包括食物或物质干预、文化给予以及感官训练与文化、言语的结合。
The brain mechanism of the mentally retarded children hasn’t been studied in the special education field in China. The article analyses the nature of intelligence,mental retardation and learning,and discusses the mechanism of brain development and brain activity of mentally retarded children. It considers that the brain mechanism has been damaged by the genetic abnormality or the harm for the nature and nurture,resulting in the conduction disability of the nervous system which is characterized by the establishing difficulty of the neuronal circuit and the jam or the loss of the signal transduction. At last,the writer suggests three measure methods about the intervention and education on mentally retarded children,including food or material intervention,culture intervention and combining the training of sense organ and culture or language.
作者
刘全礼
Liu Quanli(College of Special Education,Beijing Union University,Beijing 100075, China)
出处
《北京联合大学学报》
CAS
2018年第2期67-72,共6页
Journal of Beijing Union University
基金
北京市特殊教育创新团队项目(发展障碍儿童的神经机制及干预对策研究)
关键词
弱智儿童
脑机制
特殊教育
Mentally retarded children
Brain mechanism
Special education
