智力障碍学生阅读理解策略的实验研究  

An Experimental Study on Reading Comprehension Strategies of Students with Intellectual Disabilities

作　　者：袁海娟 Yuan Haijuan(Special Education School of Baoshan District,Shanghai 201999)

机构地区：[1]上海市宝山区培智学校,上海201999

出　　处：《绥化学院学报》2021年第10期65-68,共4页Journal of Suihua University

摘　　要：研究采用3×2的两因素混合实验设计,探究不同阅读理解策略对12-15岁不同智力障碍水平学生阅读理解成绩的影响,以此找到适合不同智力水平学生的阅读策略。结果发现:整体上,直接教学相比交互式教学更能提高智力障碍学生的阅读理解成绩;交互式教学更适合轻度智力障碍学生;直接教学更适合中、重度智力障碍学生,尤其是重度智障学生。研究表明,对不同智力障碍学生的阅读教学要采取适合其自身认知能力和思维特点的阅读策略,这对智力障碍学生的阅读教学实践有一定的指导意义。This study used two-factor mixed experimental design,aims to explore the effects of different reading comprehension strategies aged 12-15 on the reading comprehension performance of students with different levels of mental retardation,so as to find reading strategies suitable for students with different levels of mental retardation.The results show that:(1)on the whole,direct teaching can improve the reading comprehension performance of students with intellectual disabilities better than interactive teaching.(2)Reciprocal Teaching is more suitable for students with mild mental retardation.(3)Direct Teaching is more suitable for students with moderate and severe mental retardation,especially students with severe mental retardation.The results show that the reading teaching of students with different intellectual disabilities should adopt reading strategies suitable for their own cognitive ability and thinking characteristics,which has certain practical significance for the reading teaching of students with intellectual disabilities.

关 键 词：智力障碍学生 阅读策略 直接教学 交互式教学 

分 类 号：G764[文化科学—特殊教育学]