国外自闭症谱系障碍儿童数学技能干预进展  

The Advances of Research on Mathematical Skills Interventions for Children with Autism Spectrum Disorders Overseas

作　　者：姜子云[1] 陈祎妮 柳笛 JIANG Zi-yun;CHEN Yi-ni;LIU Di(School of Education Science,Yangzhou University,Jiangsu Yangzhou 225002,China;Department of Special Education,Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]扬州大学教育科学学院,江苏扬州225002 [2]华东师范大学教育学部特殊教育学系,上海200062

出　　处：《数学教育学报》2020年第5期79-84,共6页Journal of Mathematics Education

基　　金：江苏高校哲学社会科学基金项目——智能时代数学学习困难学生应用题解决的干预研究(2018SJA1133)。

摘　　要：自闭症谱系障碍儿童的数学技能干预有助于提高他们的数学能力,因此,对他们的数学技能开展干预变得越来越重要.目前,自闭症谱系障碍儿童的数学技能干预主要体现在两大方面,一是认知加工干预,包括视觉表征干预(如图式干预、具体和虚拟操作物干预、图式与操作物结合干预)和认知或元认知策略干预;二是行为强化干预,主要包括提示/示范干预、触点干预.今后应将认知加工干预和行为强化干预有机结合,重视视频技术的应用并检验其干预效果,加强对自闭症儿童解决应用题的训练.Mathematical skills interventions can help children with autism spectrum disorders improve their mathematical abilities. Therefore, intervening with regard to their mathematical skills is becoming increasingly important. At present, mathematical skills interventions for children with autism spectrum disorders mainly embody two aspects. First, the cognitive process intervention is a core method which includes a visual representation intervention(schema intervention, concrete and virtual manipulatives, schema-manipulatives combination intervention) and a cognitive or metacognitive strategy intervention. The second aspect is the behavior reinforcement intervention, which includes a prompting/modeling intervention, a touch-points intervention, and so on. In the future, we should combine the cognitive process intervention with the behavior reinforcement intervention, pay more attention to the application of video technology and test its effects, and strengthen training in word-problem solving ability of children with autism spectrum disorders.

关 键 词：自闭症谱系障碍 图式 数学技能 

分 类 号：G40-059.3[文化科学—教育学原理]