认知负荷理论视角下孤独症儿童语言干预困境的破解逻辑  

Logics of Solving the Language Intervention Dilemma of Autistic Children from the Perspective of Cognitive Load Theory

作　　者：赵蕴楠 ZHAO Yunnan(Office of Journal Editorial Sichuan University of Arts and Science,Dazhou Sichuan 635000,China)

机构地区：[1]四川文理学院学报编辑部,四川达州635000

出　　处：《四川文理学院学报》2024年第6期45-51,共7页Sichuan University of Arts and Science Journal

基　　金：四川省哲学社会基金2024年项目“认知语言学视角下孤独症儿童语言康复研究”(SCJJ24ND153);四川文理学院2020年教学改革项目“应用型课程建设的探索-基于《艺术治疗》课程改革的实践研究”(2020JZ046)。

摘　　要：近年来,孤独症谱系障碍发病率呈上升趋势,孤独症儿童在语言方面的障碍,严重影响着其沟通交流,进而阻碍其融入社会。认知负荷理论基于资源有限理论与图式理论,为教学改进提出多种策略与措施。孤独症儿童在语言干预过程中,鉴于其特有的认知缺陷,即注意力差、感官知觉异常、认知能力有限、语言较少等问题,从认知负荷理论视角出发,提出破解逻辑,即精简信息呈现方式破解“冗余效应”,回合式教学分解任务破解“注意分离效应”,变换语言干预情境促进语言迁移达成“变式效应”,因材施教激发语言潜能达到“知识反转效应”。In the recent years,the incidence of autism spectrum disorder has been on the rise,and the language difficulties of children with autism have seriously impeded their communication and thus have hindered their integration into society.The cognitive load theory,based on the theory of limited resources and schema theory,has proposed various strategies and measures for improving teaching them.Given the unique cognitive deficits of children with autism,such as poor attention,abnormal sensory perception,limited cognitive ability,and limited language,this paper proposes a solution from the perspective of cognitive load theory,namely,simplifying the presentation of information to break the“redundancy effect”,decomposing tasks into rounds to break the“attention separation effect”,promoting language transfer through changing the language intervention context to achieve the“variation effect”,and stimulating language potential through individualized instruction to achieve the“knowledge reversal effect”.

关 键 词：孤独症 语言干预 认知负荷理论 

分 类 号：H018.4[语言文字—语言学]