孤独症儿童自然教育的实践、效果与反思  

Practice,Effectiveness and Reflections on Nature Education for Children with Autism Spectrum Disorders

作　　者：王怡欣 耿柳娜[1] WANG Yixin;GENG Liuna(School of Social and Behavioral Sciences,Nanjing University,Nanjing,210046)

机构地区：[1]南京大学社会学院,南京210046

出　　处：《中国特殊教育》2023年第7期53-60,共8页Chinese Journal of Special Education

基　　金：2023年度江苏省教育厅党的二十大精神重点专题“环境风险视域下应对气候变化行动研究”(课题编号:SJZT202310);2020年度中央高校基本科研业务费专项“环境风险的社会治理”(课题编号:010914370122);2022年度中央高校基本科研业务费专项“促进人与自然和谐共生的内涵认知与行动逻辑”(课题编号:010914370307)阶段性成果。

摘　　要：自然教育是以自然环境为主要依托,以参与体验为主要手段,引导人们深入了解和欣赏自然,尊重并且保护自然,最终实现人类自我发展并与自然和谐共生的教育。文章综述了孤独症儿童直接自然教育和间接自然教育的不同实践形式和教育效果。研究发现,自然教育不仅能增进孤独症儿童的社交参与,提升社交能力;对感知觉和情绪情感等方面也有积极的改善作用。未来需加强对孤独症儿童自然教育的核心成分、影响因素与起效机制的探究;逐步形成中国特色的自然教育模式、不断推进孤独症儿童自然教育学校建设、打造高质量孤独症儿童自然教育品牌等。Nature education is an education approach that takes the natural environment as the main basis and the participatory experience as the main means.It aims to guide people to deeply understand,appreciate,respect and protect nature,ultimately achieving human self-development and harmonious coexistence with nature.This article summarizes the different forms and effects of direct and indirect nature education for children with autism.It is found that nature education not only enhances the social participation of children with autism and improves their social skills,but also has a positive effect on the perception,emotions and etc.In the future,it is necessary to strengthen the exploration of the core components,influencing factors,and effective mechanisms of nature education for children with autism,gradually form a nature education model with Chinese characteristics,and continuously promote the construction of nature education schools for children with autism,and build high-quality nature education brands for them.

关 键 词：孤独症儿童 自然教育 人与自然 

分 类 号：G769[文化科学—特殊教育学]