国内外听障儿童叙事能力干预研究综述  

A Review of Intervention Studies on Narrative Ability of Hearing Impaired Children

作　　者：孙雪 刘颖[1] SUN Xue;LIU Ying(College of Teachers,Chengdu University Chengdu 610106)

机构地区：[1]成都大学师范学院,成都610106

出　　处：《现代特殊教育》2023年第6期31-40,共10页Modern Special Education

摘　　要：及时有效干预听障儿童叙事能力,对于促进其语言能力、社会性发展等具有重要意义。通过归纳整理近20年国内外听障儿童叙事能力干预的文献发现,研究多针对3—6岁佩戴助听设备的听障儿童,由专业人员作为干预执行者,在控制的干预环境之下采用多种绘本阅读方式、多样的故事活动形式、信息技术和玩具为媒介的游戏、外部支架式辅助、基于评估体系的复述、系统的干预方案等干预方法,对其叙事能力进行干预。未来应开展本土化的听障儿童叙事能力干预研究,建立基于汉语标准的叙事能力评估体系,丰富叙事能力干预的研究方法类型,探索多种干预方法有效结合的综合干预方案,追踪叙事能力干预的维持和泛化效果等。Timely and effective intervention in hearing impaired children’s narrative ability is of great significance for promoting their language ability and social development.Through the summary and collation of domestic and foreign literature on narrative intervention of hearing impaired children in resent 20 years,it is found that:In a controlled intervention environment,a variety of picture book reading methods,various forms of story activities,information technology,toy-mediated games,external scaffolding AIDS,assessment system-based retelling,systematic intervention programs and other intervention methods are used to intervene the narrative ability of 3—6 years old hearing impaired children wearing hearing AIDS.In the future,it is necessary to conduct localized research on narrative ability of hearing impaired children,establish a narrative ability evaluation system based on Chinese standards,enrich the types of research methods of narrative ability intervention,explore a comprehensive intervention program that effectively integrates various intervention methods,and track the maintenance and generalization effects of narrative ability intervention.

关 键 词：听障儿童 叙事能力 干预 

分 类 号：G762[文化科学—特殊教育学]