国外自我调节策略发展教学对特殊儿童写作能力干预的研究综述  

A Literature Review of Foreign Researches on the Intervention of Self-Regulation Strategy Development Teaching on Writing Ability of Children With Disabilities

作　　者：张逸鸥 颜廷睿 ZHANG Yiou;YAN Tingrui(Department of Special Education,Faculty of Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部特殊教育学系,上海200062

出　　处：《现代特殊教育》2024年第22期29-35,共7页Modern Special Education

摘　　要：自我调节策略发展是一种认知策略性的教学方法,旨在满足学习障碍或有严重学习困难的儿童写作学习方面的需要。由于智力、元认知等方面的限制,特殊儿童在写作时通常会面临较大的困难。立足于特殊儿童写作能力发展的教学实践需要,对国外应用自我调节策略发展干预特殊儿童写作的实证研究进行综述,发现大多数研究者采用多探针实验设计方法进行相关研究,并正在不断探索新的自我调节策略发展模型供特殊儿童学习使用;经过自我调节策略发展教学后,大部分特殊儿童的写作水平均有不同程度的提高。The Self-regulated Strategy Development(SRSD)is a cognitive strategic teaching approach specifically designed to address the writing learning needs of children with learning disabilities or severe learning difficulties.Given the limitations in intelligence,metacognition,and other aspects,children with disabilities often encounter greater challenges in writing.In response to the practical teaching needs for developing the writing abilities of children with special needs,this study aims to review empirical researches abroad on intervention teaching for writing among children with disabilities which adopt the SRSD strategy.It is found that most researchers use the“multi-probe experimental design”method to conduct relevant studies,and are constantly exploring new SRSD models for children with disabilities to learn and use.After SRSD teaching,the writing skills of most children with disabilities have been improved to various degrees.

关 键 词：自我调节策略发展 特殊儿童 写作教学 

分 类 号：G769[文化科学—特殊教育学]