自然情境教学法干预特殊需要幼儿口语沟通行为的个案研究  

A Case Study on Milieu Teaching for Oral Communication Behavior of Children with Special Needs

作　　者：张焱 庞焙丹 曾慧琴 ZHANG Yan;PANG Beidan;ZENG Huiqin(Special Education Department,School of Education,South China Nomial University,Guangzhou,510631)

机构地区：[1]华南师范大学特殊教育学院,广州510631

出　　处：《中国特殊教育》2022年第1期47-54,共8页Chinese Journal of Special Education

摘　　要：特殊需要幼儿的口语沟通困难通常会增加儿童的异常行为,并引起儿童社会交往能力落后,严重影响其未来的身心发展。自然情境教学法是在日常生活及社会沟通互动的情境中,运用制约教学策略的一种自然语言介入方法,它是促进学习者产生自发性的沟通行为和学习动机的有效教学方式。本研究采用跨被试多探测实验设计,运用自然情境教学法对三名特殊需要幼儿的口语沟通行为进行干预。结果显示,三名被试在干预期的口语沟通行为次数明显增加,沟通内容更加丰富,沟通功能也得以扩展。本研究表明自然情境教学法对特殊需要幼儿口语沟通行为的干预具有良好的即时和维持成效,且泛化效果明显。The oral communication difficulties of children with special needs usually lead to the increase of abnormal behavior and the backwardness of social communication ability, which seriously affect their future physical and mental development. Milieu Teaching is a kind of natural language intervention method in the daily life and social communication interaction situation, which can promote learners’ verbal behavior. In this study, a multi-trial, cross-subject experimental design was adopted and the Melieu Teaching was used to intervene the oral communication behavior of three children with special needs. The results showed that the number of expected oral communication behaviors of the three subjects increased significantly, the communication content was more abundant, and the communication function was also expanded. The intervention of Melieu Teaching on oral communication behavior of children with special needs had good immediate and maintenance effect and generalization effect.

关 键 词：自然情境教学法 特殊需要幼儿 口语沟通 

分 类 号：G764[文化科学—特殊教育学]