语言障碍儿童方位词训练范式的设计与实施  

Design and Implementation of the Training Paradigm of Position Words for Children with Language Disorder

作　　者：郝昱 刘巧云 

机构地区：[1]华东师范大学言语听觉科学教育部重点实验室,上海200062 [2]华东师范大学言语听觉康复科学系,上海200062

出　　处：《中国听力语言康复科学杂志》2018年第2期142-144,共3页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：国家社会科学基金项目(13AYY004;13AZD097)

摘　　要：语言障碍儿童语言学习方面存在缺陷,但习得语言规律与普通儿童无异。本文基于普通儿童的方位词习得规律和循序渐进的教育原则,设计了一套语言障碍儿童方位词训练的参考范式,以期使儿童在方位词习得过程中以同一参照物阶段、不同参照物阶段和变换参照物阶段逐渐上升,至完全掌握方位词。Language disordered children have the defects of language learning, but they are no different from ordinary children in the rules of language acquisition. Based on the learning rules of normal children＇s position words and the principle of gradual and orderly education, this article designs a training paradigm for children with speech impairments. It includes three phases the same reference phase, the different reference phases and the reference for transformation, so that children can fully grasp the position words as their degree of difficulty increases gradually.

关 键 词：语言障碍儿童 方位词 训练范式 

分 类 号：G762[文化科学—特殊教育学]