培智学校家长和儿童共成长的主题教学活动设计——以“更好的亲子沟通”主题为例  

Design of Thematic Teaching Activities for Joint Growth of Parents and Children in Schools for Intellectually Disabled Students—Taking the Theme of “Better Parent-Child Communication” as an Example

作　　者：吕雯慧[1] 

机构地区：[1]南京特殊教育师范学院教育科学学院,江苏 南京

出　　处：《教育进展》2024年第12期1427-1432,共6页Advances in Education

基　　金：本文是江苏省社会科学基金项目“‘学习’话题亲子沟通中的文化心理特征和诠释模型研究”(项目批准号:20JYB012)、江苏省教育科学“十三五”规划课题“影响随班就读儿童学习动机内化的亲子沟通特征研究”(课题批准号:D/2020/01/02)、江苏高校哲学社会科学研究一般项目“亲子沟通与智障儿童学校适应的相关性研究”(项目批准号:2019SJA0535)的研究成果。

摘　　要：培智学校家长和儿童共成长的主题教学活动旨在通过亲子共同参与的活动促进家校合作、提升家长教育素养、增进亲子关系和促进特殊儿童发展。主题内容可以涵盖亲子沟通、家庭生活技能、康复训练、人际交往等领域;单个主题教学活动的组织分为引导活动、分化活动和统整活动三个环节,系列主题以儿童的生活经验作为线索按照由简单到复杂的螺旋式进行编排;评价方面注重过程性评价和增值评价;论文还提供了“更好的亲子沟通”主题教学活动的设计方案作为案例。The thematic teaching activities for joint growth of parents and children in schools for intellectually disabled students aim to promote home-school cooperation, enhance parents’ educational literacy, strengthen parent-child relationships, and facilitate the development of special children through activities involving joint participation of parents and children. The thematic content can cover areas such as parent-child communication, family life skills, rehabilitation training, and interpersonal communication. The organization of a single thematic teaching activity is divided into three phases: introductory activities, differentiated activities, and integrated activities. The series of themes are arranged in a spiral manner, based on children’s life experiences, progressing from simple to complex. The evaluation focuses on process evaluation and value-added evaluation. The paper also provides a case of a design plan for a thematic teaching activity on “Better Parent-Child Communication”.

关 键 词：培智学校 家长 特殊儿童 主题教学活动 亲子沟通 

分 类 号：G63[文化科学—教育学]