發(fā)布時(shí)間：2018-05-04 17:15

  本文選題：智力障礙兒童 + 美術(shù)教育　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：智力障礙兒童的教育是特殊教育的一部分,也是我國(guó)社會(huì)主義教育事業(yè)的一部分。由于智力障礙人群的特殊性,每一個(gè)智力障礙背后都有一個(gè)家庭甚至幾個(gè)家庭成員的陪護(hù),受影響的人數(shù)成倍擴(kuò)大。其中,中輕度智力障礙人數(shù)占大多數(shù),雖然一些智力障礙的成因不可控,但是經(jīng)過(guò)一定的早期干預(yù),可以有效的促進(jìn)智力障礙兒童的發(fā)展,預(yù)防次級(jí)傷害的發(fā)生,降低智力障礙帶給的不良后果。在現(xiàn)代社會(huì)中,由于科技技術(shù)的飛速發(fā)展,圖像信息在其中扮演著愈來(lái)愈重要的角色。“讀圖時(shí)代”悄無(wú)聲息的進(jìn)入每個(gè)人生活中的時(shí)候,美術(shù)教育對(duì)于當(dāng)代青少年的意義也就越來(lái)越明顯。同樣的,對(duì)于智力障礙人群來(lái)說(shuō),美術(shù)教育對(duì)其圖像學(xué)習(xí)的意義有著不可忽視的作用。解決智力障礙兒童美術(shù)教育的問(wèn)題,是對(duì)特殊兒童教育的現(xiàn)實(shí)需求。由此,本研究主要從下面幾部分展開(kāi):第一部分:明確選題的原因、意義、內(nèi)容、方法以及國(guó)內(nèi)外研究現(xiàn)狀。第二部分:為了更好的尋找針對(duì)智力障礙兒童的美術(shù)教育方法,對(duì)智力障礙定義、分類、成因、生理、認(rèn)知特點(diǎn)等方面進(jìn)行分析。第三部分:圍繞智力障礙兒童生理、認(rèn)知特點(diǎn),結(jié)合美術(shù)課程設(shè)計(jì)的理論確定教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)要求。參考IEP個(gè)別化教育(Individualized Education Program,簡(jiǎn)稱IEP)和美術(shù)治療方案進(jìn)行課程設(shè)計(jì),并實(shí)施。第四部分:根據(jù)現(xiàn)有的調(diào)查情況與實(shí)踐資料,闡述實(shí)踐成效與問(wèn)題,總結(jié)教學(xué)方法、教學(xué)評(píng)價(jià),完善智力障礙兒童美術(shù)教育的教學(xué)設(shè)計(jì)思路、模板。
[Abstract]:The education of children with mental retardation is a part of special education and socialist education in our country. Because of the particularity of the people with mental retardation, there is a family or even several family members behind each mental retardation, and the number of people affected has multiplied. Although the causes of some mental disorders are not controllable, through certain early intervention, they can effectively promote the development of children with mental retardation and prevent the occurrence of secondary injuries. Reduce the adverse consequences of mental retardation. In modern society, with the rapid development of science and technology, image information plays a more and more important role. The art education is more and more obvious to the contemporary teenagers when it comes into the life of everyone quietly in the Age of Reading Pictures. Similarly, for people with mental retardation, art education plays an important role in image learning. Solving the problem of art education for children with mental retardation is the realistic demand for the education of special children. From this, this research mainly from the following several parts: the first part: make clear the reason, significance, content, method and domestic and foreign research status. The second part: in order to better find the art education methods for children with mental retardation, the definition, classification, cause of formation, physiology and cognitive characteristics of mental retardation are analyzed. The third part: focusing on the physiology and cognitive characteristics of children with mental retardation, combined with the theory of art curriculum design to determine the teaching objectives, teaching content, teaching requirements. The curriculum design and implementation of IEP individualized Education program and art therapy program are presented in this paper. The fourth part: according to the existing investigation situation and the practice material, elaborated the practice result and the question, summarized the teaching method, the teaching appraisal, the consummation intelligence disabled child fine arts education teaching design thought, the template.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G764;G623.75

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本文編號(hào)：1843880