孤独症儿童虚拟情境教学困惑的案例分析  

A Case Analysis of Virtual Reality Instructional Confusions for Children With Autism

作　　者：汪辰 张一春[1] 姚丹珺 WANG Chen;ZHANG Yichun;YAO Danjun(School of Education Science,Nanjing Normal University,Nanjing 210024;Suzhou Industrial Park Ren’ai School,Suzhou Jiangsu 215000)

机构地区：[1]南京师范大学教育科学学院,南京210024 [2]苏州工业园区仁爱学校,江苏苏州215000

出　　处：《现代特殊教育》2022年第6期62-67,共6页Modern Special Education

基　　金：教育部“科创融教”职业教育改革创新课题“大数据在教学质量管理中的应用研究”(HBKC216053);江苏省残疾人事业发展研究自筹课题“孤独症儿童使用交互式APP提升沟通交往能力研究”(2021SC03044);苏州市教育科学“十四五”规划课题“智障儿童虚拟情境教学研究”(2021/LX/02/138/09)研究成果。

摘　　要：虚拟情境教学是情境教学的延伸与拓展,以虚拟现实技术为载体的孤独症儿童干预研究正得到越来越多的关注。基于国内一所特殊教育学校创设的虚拟情境课程开展行动研究,通过梳理典型案例,分析特殊教育教师面临的技术应用困惑、情境迁移困惑及课程开发困惑,提出以下建议:活用技术,赋能孤独症儿童的有效教学;虚实互嵌,实现孤独症儿童的技能迁移;潜能开发,撬动孤独症儿童的课程变革;数据挖掘,完善多模态教学的行为分析;信息对称,构建和谐的师生互动关系。Virtual reality instruction is the extension and expansion of situational teaching. Researches of intervention based on virtual reality technology for children with autism has been regarded seriously important at home and abroad. This paper carries out an action research on the VR-based curriculum developed by a special education school in China. Through combing typical cases, this paper analyzes the perplexities of technology application, situation transfer and curriculum development faced by special education teachers. Finally, it puts forward the following suggestions: to make use of technology to enable effective teaching of autistic children;to interembed the virtual and the real to realize the skill transfer of autistic children;to realize potential development so as to leverage the curriculum reform of autistic children;to mine data to improve the behavior analysis of multi-modal teaching;to get information symmetry to build a harmonious teacher-student interaction relationship.

关 键 词：孤独症儿童 虚拟情境教学困惑 技术应用困惑 情境迁移困惑 课程开发困惑 

分 类 号：G760[文化科学—特殊教育学]