摘要
图形和颜色的认知发展有利于儿童逻辑思维水平的增长,而智力障碍儿童的图形和颜色认知能力明显低于普通儿童。为了探讨绘本教学对智力障碍儿童图形和颜色认知能力的干预效果,本研究运用单一被试A-B-A实验设计,对一名学龄前中度智力障碍儿童进行“导入激趣、听读感知、跟读识记、指认迁移”四步绘本教学法训练,考察个案的图形和颜色认知能力变化情况。研究表明,绘本教学有助于提高智力障碍儿童的图形和颜色认知能力。
The cognitive development of shapes and colors is conducive to the growth of children’s logcal thinking level,while the cognitive ability of shapes and colors in children with intellectual disabilities is significantly lower than that of ordinary children.In order to explore the effect of picture book teaching on the cognitive ability of shapes and colors in children with intellectual disabilities,this study used a single-subject A-B-A experimental design to train a preschool child with moderate intellectual disability in the four-step picture book teaching method of“arousing interest,listening and reading perception,listening and repeating and memorization,and identification transfer”,and investigated the changes of the cognitive ability of shapes and colors in the case.Studies have shown that picture book teaching can help improve the graphic and color cognitive abilities of children with intellectual disabilities.
作者
张艳慧
高宇翔
向垚梅娇
ZHANG Yanhui;GAO Yuxiang;XIANG Yaomeijiao(College of Education,Xinjiang Normal University,Urumqi 830017,China;College of Special Education,Anshun University,Anshun Guizhou 561000,China)
出处
《北京联合大学学报》
CAS
2024年第5期85-92,共8页
Journal of Beijing Union University
基金
新疆维吾尔自治区教育学“十四五“重点学科招标课题”特殊教育影子教师职业认同感的现状、影响因素与提升路径研究”(24XJKD0104)。
关键词
绘本教学
智力障碍
图形和颜色认知能力
特殊教育
picture book teaching
intellectual disability
graphic and color cognition
special education
