提高中度智障学生自我意识水平的教学策略研究

发布时间：2018-04-26 04:37

  本文选题：中度智障 + 自我意识　； 参考：《华中师范大学》2013年硕士论文

【摘要】：中度智障学生由于生理的障碍,自我意识水平低下,导致社会适应困难,往往出现与人类社会的规则和规范相背离的行为。因此,帮助智障儿童建立自我意识,是帮助他们习得社会规范,融入社会的起点。在中度智障学生教育中采用怎样有效的教学策略来尽快达成自我意识的教学目标,进而提高中度智障学生的自我意识水平,加快他们社会化的步伐,是一个具有重要理论意义和实践价值的研究问题。 本文采用行动研究法、文献研究法、问卷调查法、经验总结等多元研究方法,在阐述提高中度智障学生自我意识水平的意义、中度智障学生自我意识的特征的基础上,通过参考国内外研究者对正常儿童自我意识建立和发展顺序的描述,以及他们所做的关于正常儿童自我意识发展的实验,结合本校中度智障学生的特点以及他们在自我意识方面普遍存在的特征,围绕如何构建有效教学策略提升中度智障学生的自我意识水平展开了教育实验和行动研究。 通过研究,得出了如下结论:1.利用“镜像”策略来帮助建立中度智障学生自我意识当中“生理的我”的部分教学目标；2.利用“评价”策略有助于达成中度智障学生自我意识当中“心理的我”部分教学目标；3.利用“分组竞赛”策略有助于建立中度智障学生自我意识当中“社会的我”的部分教学目标。 在如上分析的基础上,本文给出了提升中度智障儿童自我意识水平的若干具体策略： 1.合理运用“镜像”策略,有效地帮助智障学生建立自我意识。具体要做到：设计可操作性的教学活动要适合智障学生的思维发展特点；通过活动有助于学生更好区分主体和客体之间的区别和联系；创设问题情境,使学生“动一动,够得着”。 2.巧妙运用“评价”策略,有效提升智障学生的自我意识水平。老师对学生的评价应以正向评价为止,以保护学生的自尊心,建立学生的自信心。 3.恰当运用“分组竞赛”策略,促使智障学生能够更好把握社会关系,成为社会人。具体要做到：分组竞赛要建立在活动的基础上进行；分组竞赛要建立在学生有初步自我意识的基础上使用。 4.多种教学要素要相互作用、相互渗透,多种教学策略要灵活运用、综合给力,以达到良好的教育效果。具体来说：必须注重“语言”手段的巧妙运用；必须采取科学合理的强化手段；.必须掌握适度的练习频度和练习量；必须创设和培育良好的校内、校外教育环境。
[Abstract]:Due to the low level of self-consciousness, students with moderate mental retardation have difficulty in adapting to the society, which often deviates from the rules and norms of human society. Therefore, helping children with intellectual disabilities to establish self-consciousness is the starting point for them to acquire social norms and integrate into society. How to use effective teaching strategies in the education of moderately mentally handicapped students to achieve the teaching goal of self-consciousness as soon as possible, so as to raise the level of self-awareness of students with moderate intellectual disabilities and accelerate their socialization. It is a research problem with important theoretical significance and practical value. In this paper, action research, literature research, questionnaire survey and experience summary are used to analyze the significance of improving the level of self-awareness of students with moderate intellectual disabilities, and the characteristics of self-awareness of students with moderate intellectual disabilities. By referring to the description of the sequence of self-consciousness establishment and development of normal children by researchers at home and abroad, as well as their experiments on the development of self-consciousness in normal children, According to the characteristics of the students with moderate mental retardation and their common characteristics in self-consciousness, the educational experiment and action research on how to construct effective teaching strategies to improve the self-awareness level of students with moderate mental retardation are carried out. Through research, the following conclusion is drawn: 1. Use "mirror" strategy to help students with moderate mental retardation to establish a part of the "physical self" teaching objectives. The use of the "evaluation" strategy can help students with moderate mental retardation achieve part of the "psychological self" teaching objectives. Using the strategy of "group competition" is helpful to establish some teaching goals of "social self" in self-consciousness of students with moderate mental retardation. On the basis of the above analysis, this paper gives some specific strategies to improve the self-awareness level of moderately mentally handicapped children: 1. The rational use of "mirror image" strategy can effectively help students with intellectual disabilities to establish self-consciousness. It is necessary to: design operable teaching activities to suit the thinking development characteristics of students with intellectual disabilities; help students better distinguish the differences and connections between subjects and objects through activities; create problem situations so that students can "move". You can reach it. " 2. Skillful use of "evaluation" strategy, effectively improve the level of self-awareness of students with intellectual disabilities. Teachers' evaluation of students should be positive so as to protect students' self-esteem and build up students' self-confidence. 3. The proper use of the strategy of "group competition" can promote students with intellectual disabilities to better grasp social relations and become social people. It should be done: group competition should be based on activities and group competitions should be used on the basis of students' initial self-awareness. 4. A variety of teaching elements should interact and penetrate each other, and various teaching strategies should be used flexibly and comprehensively to achieve a good educational effect. To be specific, we must pay attention to the skillful use of "language" means, and must adopt scientific and reasonable means of strengthening. We must master the appropriate frequency and quantity of practice, and create and cultivate a good school environment.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G764

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