个别化教育计划框架下学前智障儿童综合主题教学理论与实践研究

发布时间：2018-05-14 06:15

本文选题：综合主题教学 + 个别化教育计划　；参考：《广西大学》2016年硕士论文

【摘要】：在学前智障儿童教育教学领域,个别化教育、综合主题教学、教康整合等相关理论的提出已有时日,但对于学前智障儿童的教育康复课程在理论上尚未有全面而系统的论述,对学前智障儿童教育康复具体的工作流程、实践指导方法的研究也相对较少。本研究选取30例年龄分布在2-6岁的智障儿童,使用观察法、测验法、问卷调查法、访谈法、行动研究法在个别化教育计划框架下对综合主题教学开展理论与实践研究。对30例智障儿童实施6个月的、以综合主题教学为基础而展开的教育康复训练,将30例儿童初期、末期社会适应能力的评估结果进行对比；同时对儿童家长、任课老师分别进行满意访谈及教学效果调查,以期能对综合主题教学的实施成效提供佐证。研究结果显示,以综合主题教学模式为基础展开的教育康复能有效提高儿童社会适应能力,个别化教育计划以综合主题课程为载体实施成效明显。本文由五个部分组成。第一部分绪论,从学前智障儿童早期干预、学前智障儿童多领域能力共同发展的主流趋势、学前智障儿童适应能力的提高等三个方面的论述给出了本文的研究背景、研究意义及研究内容,阐明在个别化教育计划框架下对综合主题教学的实施展开研究的价值及其意义；第二部分文献综述,从概念界定、智障儿童身心特征、个别化教育理论、教育与康复相结合的新理念等方面归纳及总结出国内外与学前智障儿童教育教学相关的理论研究内容；第三部分综合主题教学实施的理论建构,尝试从综合主题教学实施的必要性、理论基础、实施要素、个别化教育计划与综合主题教学的关系四个维度做出理论建构图。第四部分综合主题教学实践研究,采用多种研究方法详细论证了综合主题教学实践操作的工作系统,并对其进行了成效分析。第五部分结论与建议,确认了综合主题教学模式的有效性、对智障儿童教育康复的有益性,总结了综合主题教学实施与个别化教育计划相互推进的关系,并对学前儿童教康专业团队整合、家庭教育康复、相关课程标准的编制提出了建议。
[Abstract]:In the field of education and teaching of pre-school mentally handicapped children, individualized education, comprehensive thematic teaching, integration of teaching and health and other relevant theories have been put forward for a long time, but there has not been a comprehensive and systematic discussion on the curriculum of education and rehabilitation of pre-school mentally handicapped children in theory. There are few researches on the concrete work flow of preschool children with mental retardation in education and rehabilitation. In this study, 30 children with mental retardation aged 2-6 years old were selected to carry out theoretical and practical research on comprehensive subject teaching under the framework of individualized education plan by means of observation, test, questionnaire, interview and action research. 30 children with intellectual disabilities were given 6 months of education rehabilitation training based on comprehensive thematic teaching. The results of 30 children's assessment of their social adaptability in the early and late stages were compared, and the parents of the children were compared. The teachers conducted satisfactory interviews and investigation of teaching effect in order to provide evidence for the implementation of comprehensive theme teaching. The results show that the educational rehabilitation based on the comprehensive thematic teaching model can effectively improve the children's social adaptation ability, and the individual education plan is effective to carry out the comprehensive thematic curriculum as the carrier. This paper consists of five parts. The first part of the introduction, from the early intervention of pre-school children with intellectual disabilities, the mainstream trend of multi-field development of pre-school children with intellectual disabilities, and the improvement of pre-school children's adaptive ability, gives the research background of this paper. The significance and content of the research, the value and significance of the research on the implementation of integrated thematic teaching under the framework of individualized educational plan, the second part of the literature review, from the concept definition, mental and physical characteristics of children with intellectual disabilities, individualized education theory, The theoretical research contents related to the education and teaching of children with intellectual disabilities at home and abroad are summarized and summarized in the aspects of the new concept of combining education and rehabilitation. The third part is the theoretical construction of the implementation of comprehensive thematic teaching. This paper attempts to make a theoretical construction map from the four dimensions of the necessity, theoretical basis, implementation elements, and the relationship between the individualized education plan and the comprehensive theme teaching. The fourth part synthesizes the topic teaching practice research, uses many kinds of research methods to demonstrate in detail the comprehensive theme teaching practice operation work system, and has carried on the result analysis to it. The fifth part of the conclusions and recommendations, confirmed the effectiveness of the comprehensive thematic teaching model, the benefit to the education and rehabilitation of children with intellectual disabilities, summed up the implementation of comprehensive theme teaching and individual education programs to promote the relationship between, Suggestions on the integration of preschool children's professional team, family education and rehabilitation, and the establishment of relevant curriculum standards are also put forward.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G764

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