基于图式教学法对孤独症学生数学问题解决的干预研究  

An Intervention Study of Schema-Based Instruction on Mathematical Problem Solving of Students with Autism Spectrum Disorder

作　　者：柳笛[1] 毛祎雯 阳子奕 XIN Yanping LIU Di;MAO Yiwen;YANG Ziyi;XIN Yanping(College of Teacher Education,East China Normal University,Shanghai,200062;Department of Special Education,East China Normal University,Shanghai,200062;College of Teacher Education,Purdue University,47907,USA)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]华东师范大学特殊教育学系,上海200062 [3]普渡大学教师教育学院,美国47907

出　　处：《中国特殊教育》2023年第1期61-68,共8页Chinese Journal of Special Education

基　　金：2020年度上海市哲学社会科学规划教育学一般项目“移动终端技术在自闭症谱系障碍儿童数学学习的干预研究”(项目批准号:A2013)成果之一。

摘　　要：数学问题解决是指学生初步运用已掌握的数学知识与数学活动经验解决简单的实际问题,有利于发展孤独症学生的应用意识。本研究采用单一被试实验设计中的跨被试多探测实验设计,探讨基于图式教学法对3名孤独症学生数学问题解决能力的干预效果。研究结果表明,干预后3名被试数学问题解决的正确步骤数大幅提高,说明干预效果强,且维持效果良好。本研究对教学实践与未来研究具有重要启示意义。Mathematical problem solving refers to students’initial use of mathematical knowledge and mathematical activity experience to solve simple practical problems,which is conducive to the development of application consciousness of students with autism spectrum disorder.In this study,a multiple-probe cross-subject design was used to explore the intervention effect of schema-based teaching method on the mathematical problem solving ability of three students with autism spectrum disorder.The results showed that the number of correct steps in mathematical problem solving increased significantly after the intervention,indicating that the intervention effect was strong and the maintenance effect was good.This study has important implications for teaching practice and future research.

关 键 词：孤独症 基于图式教学法 数学问题解决 

分 类 号：G760[文化科学—特殊教育学]