轻度智力障碍儿童类比推理的训练研究

发布时间：2018-05-15 05:25

本文选题：轻度智力障碍儿童 + 类比推理　；参考：《华东师范大学》2014年硕士论文

【摘要】：类比推理是认知能力中较高级的成分,也是思维活动的较高级形式之一,它对学习新知识和新技能具有重要的促进作用。对于智障儿童而言,类比推理是一件较困难的事情,也正因如此,智障儿童类比推理的研究并不多见,干预训练研究就更少见了。本研究依据类比推理的有关理论,以类比推理成分为核心内容设计一套适合轻度智力障碍儿童的类比推理教学方案,据此开展干预(教学)训练,以期提高轻度智力障碍儿童的类比推理能力。本研究采用单一被试研究中的A—B—A实验设计,对2名轻度智力障碍学生实施图形类比推理、言语类比推理和问题解决类比推理三方面的训练,收集干预前、后以及干预期间的类比推理测验数据,并采用描述性统计(视觉分析)和C统计分析法对测验数据进行处理,以验证类比推理训练的有效性。本研究结果发现：(1)甲生经过10周的类比推理训练后,类比推理测验的总分数有非常明显的提高,其中图形类比推理和言语类比推理的进步均达0.01显著性水平,而问题解决类比推理测验得分到干预后期才有所提高；(2)乙生经过7周的类比推理训练后,类比推理测验总分有明显上升,其中,图形类比推理和言语类比推理的进步均达0.01显著性水平,而问题解决类比推理测验得分没有显著提高。根据上述研究结果,本研究认为类比推理训练能有效提升轻度智力障碍儿童的类比推理水平,尤其是图形类比推理和言语类比推理的训练效果更好。另外,根据已有的研究并结合本研究过程分析还发现,问题解决类比推理训练的效果不如图形类比推理和言语类比推理训练,问题解决类比推理训练对轻度智力障碍儿童的即时效果不显著,到干预中后期才有明显提升的趋势。本研究的干预训练的经验总结指出,在对轻度智力障碍儿童进行类比推理训练中,既要多采用图形类和言语类的材料,也要适当采用问题解决类的题材作为训练的载体内容。同时,在长期的训练过程中要较多地利用实践的机会,指导儿童运用类比去学习新知识、新技能。
[Abstract]:Analogical reasoning is an advanced component of cognitive ability and also one of the higher forms of thinking activities. It plays an important role in promoting the learning of new knowledge and skills. For children with mental retardation, analogical reasoning is a difficult task, and it is because of this that the study of analogical reasoning for children with intellectual disabilities is rare, and the study of intervention training is even rarer. According to the related theory of analogical reasoning, this study designed a set of analogical reasoning teaching scheme suitable for children with mild mental retardation, based on which intervention (teaching) training was carried out. In order to improve the children with mild mental retardation analogy reasoning ability. In this study, two students with mild mental retardation were trained in graphic analogical reasoning, verbal analogical reasoning and problem-solving analogical reasoning by using the A-B-A experimental design in a single subject study. After and during the intervention, the data of analogical reasoning test were processed by descriptive statistics (visual analysis) and C statistical analysis to verify the effectiveness of analogical reasoning training. The results showed that after 10 weeks of analogical reasoning training, the total score of analogical reasoning test was significantly improved, in which the progress of both graphical and verbal analogical reasoning reached 0.01 significant level. After 7 weeks of analogical reasoning training, the total score of analogical reasoning test increased significantly. The progress of both graphical analogical reasoning and verbal analogical reasoning reached 0.01 significant level, but the score of problem-solving analogical reasoning test did not improve significantly. Based on the above results, this study concluded that the training of analogical reasoning can effectively improve the level of analogical reasoning in children with mild mental retardation, especially in the training of graphic analogical reasoning and verbal analogical reasoning. In addition, according to the existing research and the analysis of this research process, it is also found that the effect of problem-solving analogical reasoning training is not as good as that of graphic analogical reasoning and verbal analogical reasoning training. The immediate effect of problem-solving analogical reasoning training on children with mild mental retardation was not significant, but the trend of improvement was not obvious until the middle and late period of intervention. The experience of intervention training in this study points out that in the training of children with mild mental retardation, the materials of figure and speech should be used more, and the subject matter of problem solving should be used as the carrier of the training. At the same time, in the long-term training process, we should make more use of practical opportunities to guide children to use analogy to learn new knowledge and new skills.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G764

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