低年级随班就读孤独症儿童发散性思维的干预研究  

An Intervention Study on Divergent Thinking in Autistic Children Learning in Low-Grade Regular Classes

作　　者：户秀美 周立明 王印 胡晓毅[1] HU Xiumei;ZHOU Liming;WANG Yin;HU Xiaoyi(Faculty of Education,Beijing Normal University,Beijing,100875)

机构地区：[1]北京师范大学教育学部孤独症儿童教育研究中心,北京100875

出　　处：《中国特殊教育》2025年第2期45-55,共11页Chinese Journal of Special Education

摘　　要：培养随班就读孤独症儿童的发散性思维能力是提升其学科核心素养、开发其优势与潜能的关键内容。本研究采用单一被试实验设计中的多探测跨主题实验设计,以思维框架的对话教学和辅助策略为自变量,对3名低年级随班就读孤独症儿童进行发散性思维能力干预。研究结果表明,基于思维框架的对话教学和辅助策略可以有效提升孤独症儿童的发散性思维能力,且具有良好的维持效果和泛化效果。基于研究结果,本研究认为:“框架”是孤独症儿童建立发散性思维的底层逻辑,“辅助”是孤独症儿童运用发散性思维的重要助力,“泛化”是孤独症儿童具备发散性思维的核心要义。本研究作为我国低年级随班就读孤独症儿童发散性思维干预的初步探索,对未来研究和教学实践具有重要启示。Developing divergent thinking skills in autistic children learning in regular classes is crucial for enhancing their core competency and developing their strengths and potentials.This study employed a multiple-probe across-categories single-subject experimental design,with dialogue teaching and supportive strategies of thinking frameworks as independent variables,to intervene the divergent thinking skills of three low-grade autistic children learning in regular classes.The results demonstrated that the intervention can significantly improve the children's divergent thinking skills with notable maintenance and generalization effects.Based on the findings,this study concludes that a"framework"provides an underlying logic for autistic children to develop divergent thinking,"prompts"serve as an essential support for autistic children to apply divergent thinking,and"generalization"is the key to children with autism to have divergent thinking.As a preliminary exploration of intervention for divergent thinking in low-grade autistic children learning in regular classes in China,this study offers valuable insights for future research and pedagogical practices.

关 键 词：随班就读 孤独症 发散性思维 单一被试 干预研究 

分 类 号：G760[文化科学—特殊教育学]