摘要
采用单一被试实验设计,以社会性主题绘本为媒介,对1名重度智障学生进行功能性词汇学习干预。研究结果表明,基于社会性主题的绘本教学可以有效提升智障学生的功能性词汇表达能力,并具有良好的社会效度。在未来开展智障学生功能性词汇学习的研究与实践干预中,建议使用绘本教学提升智障学生的功能性词汇理解能力;将评量提示做标准化处理,提升评量的推广性与操作性;增加教学研究的密度与周期。
In this study, a single subject was designed to conduct a functional vocabulary learning intervention for a student with severe intellectual disability, using social-themed picture books as the medium. The research results show that the teaching of picture books based on social topics can effectively improve the functional vocabulary expression ability of students with intellectual disabilities and has good social validity. In addition, this study provides suggestions for future researches and practical interventions on functional vocabulary learning for students with intellectual disabilities.
作者
黄珊
佘丽
HUANG Shan;SHE Li(Hangzhou Kindergarten Teachers'College,Zhejiang Normal University Hangzhou 311231;School of Educational Science,Hunan Normal University Changsha 410000)
出处
《现代特殊教育》
2020年第24期15-20,共6页
Modern Special Education
基金
湖南省教育厅科学研究优秀青年项目“高等师范院校特殊教育专业复合型人才培养模式的探索与实践”(19B376)研究成果。
关键词
绘本教学
智障学生
功能性词汇
picture book teaching
students with severe intellectual disability
functional vocabulary
