摘要
以四川省学前随班就读智力障碍儿童作为研究对象,采用问卷调查法探讨了其课堂适应的基本现状。结果发现:学前随班就读智力障碍儿童的课堂适应整体处于中等水平,课堂适应的各个因子上差异显著;对课堂物理环境的适应水平最高,对课堂规则适应分值最低;性别在学前随班就读智力障碍儿童的课堂适应上差异不显著,但存在年级差异,其课堂适应水平随年级的升高而逐步提高。因此,建议帮助智力障碍儿童建立良好的规则意识,形成良好的人际关系,并且大班集体教学需与个别化教学相结合。
With the intellectual disabled preschool children learning in regular classes in Sichuan Province as the research objects, the questionnaire survey method was used to investigate the basic situation of the classroom adaptation. The results showed： the childreng classroom adaptation as a whole were in the middle level; there were significant differences among various adaptation factors; the classroom physical environment adaptation level was the highest, whereas the adaptation level of classroom rules was the lowest; genders showed no significant difference, but there were differences in grades-the more advanced the grade, the higher the adaptation level. Therefore, it is recommended to help children with mental retardation to establish a good awareness of rules, form good interpersonal relationships, and combine collective teaching with individualized teaching.
出处
《现代特殊教育》
2016年第4期29-33,共5页
Modern Special Education
基金
四川学前教育发展研究中心课题"融合教育环境下学前特殊需要儿童课堂适应研究"(编号:CECER2015C02)的阶段性成果
关键词
随班就读
智力障碍
课堂适应
learning in regular classes
mental retardation
classroom adaptation
