本文選題：智障兒童 + 語用��； 參考：《西南大學(xué)》2015年碩士論文

【摘要】：語用能力既是兒童語言發(fā)展的源泉,又是語言訓(xùn)練的最終目的。溝通行為是兒童最基本、最早出現(xiàn)的語用現(xiàn)象。對智障兒童而言,良好的語用溝通能力既是其語言發(fā)展和建立人際關(guān)系的前提條件,也是他們適應(yīng)并融入社會(huì),過上高質(zhì)量生活的重要基礎(chǔ)。2007年教育部頒布《培智學(xué)校義務(wù)教育課程設(shè)置實(shí)驗(yàn)方案》,其中在生活語文和康復(fù)訓(xùn)練教學(xué)目標(biāo)中明確規(guī)定了智障學(xué)生語用能力的相關(guān)指標(biāo)。但目前相關(guān)研究成果甚少,而且多集中于理論層面的探討,研究對象多為學(xué)齡期的智障兒童,研究情境多為家庭中的親子互動(dòng),缺乏針對學(xué)齡期智障兒童同伴互動(dòng)情境下語用溝通行為訓(xùn)練的方法、操作程序及效果評(píng)估等的實(shí)證研究。本研究旨在 (1)檢驗(yàn)綜合社會(huì)故事、角色扮演及行為改變技術(shù)的干預(yù)方法,對學(xué)齡期輕度智障兒童同伴互動(dòng)情境下語用溝通行為的干預(yù)效果；(2)探討綜合干預(yù)方法應(yīng)用于學(xué)齡期輕度智障兒童同伴互動(dòng)情境下語用溝通行為訓(xùn)練中的實(shí)施過程和適用范圍。研究選取了14到15歲的三名被試,采用了單一被試實(shí)驗(yàn)設(shè)計(jì)結(jié)合A-B-A-B與跨被試多基線的設(shè)計(jì)。研究采用錄像的方法收集語料,之后按照CHLDES的語句錄取原則及INCA-A的語用溝通行為編碼系統(tǒng)進(jìn)行轉(zhuǎn)錄和編碼。編碼后的語料運(yùn)用CLAN程序進(jìn)行處理,初步分析被試的言語傾向、言語行動(dòng)及言語變通情況,再將CLAN運(yùn)算后的數(shù)據(jù)輸入SPSS19.0進(jìn)一步分析處理。通過對干預(yù)前后三名被試語用溝通行為變化的定量和質(zhì)性分析,研究得出以下主要結(jié)論。第一,綜合干預(yù)法對學(xué)齡期輕度智障兒童同伴互動(dòng)情境下的語用溝通行為的干預(yù)有效。量化分析結(jié)果顯示,通過綜合干預(yù),三名被試言語傾向、言語行動(dòng)、言語變通的類型數(shù)量都有不同程度的增加,并且大多指標(biāo)與干預(yù)前的差異都達(dá)到了0.01水平上的顯著性,干預(yù)前后兩階段的數(shù)據(jù)不重疊率也大都大于50%。質(zhì)性分析結(jié)果顯示,干預(yù)后三名被試不但出現(xiàn)了新的語用溝通行為類型,而且言語傾向表達(dá)清晰度、靈活性都有明顯的提高,被試LJT的合作溝通的行為水平也有一定的進(jìn)步。第二,綜合干預(yù)法可應(yīng)用于特殊教育學(xué)校培智班生活語文或康復(fù)訓(xùn)練課程中的語用能力訓(xùn)練。具體應(yīng)用中,應(yīng)將本研究提出的教學(xué)流程和原則與智障兒童的個(gè)人特質(zhì)、具體的自然情境緊密結(jié)合,并貫穿于教學(xué)方案設(shè)計(jì)、實(shí)施和評(píng)量等各個(gè)環(huán)節(jié),同時(shí),也應(yīng)明確本研究所獲結(jié)果的適用范圍。
[Abstract]:Pragmatic competence is not only the source of children's language development, but also the ultimate goal of language training. Communication behavior is the most basic and earliest pragmatic phenomenon in children. For children with intellectual disabilities, good pragmatic communication ability is not only a prerequisite for their language development and interpersonal relations, but also a prerequisite for their adaptation and integration into society. In 2007, the Ministry of Education promulgated the "Experimental Program of compulsory Education Curriculum in the School of intellectual Development", in which the relevant indicators of pragmatic competence of students with intellectual disabilities are clearly stipulated in the teaching objectives of life language and rehabilitation training. However, at present, there are few related research results, and most of them focus on the theoretical level. Most of the research objects are school-age children with intellectual disabilities, and the research context is mostly parent-child interaction in the family. There is a lack of empirical research on the methods, procedures and effect evaluation of pragmatic communication behavior training in peer interaction of school-age children with intellectual disabilities. The purpose of this study was to examine the intervention methods of comprehensive social stories, role-playing and behavioural change techniques. The effect of pragmatic communication behavior in peer interaction of children with mild mental retardation at school age is discussed. (2) the application of comprehensive intervention method to the implementation process and application scope of pragmatic communication behavior training in peer interaction situation of children with mild mental retardation in school age is discussed. Three subjects aged from 14 to 15 years were selected in the study. A single experimental design combined with A-B-A-B and a multi-baseline design were used. The data were collected by video recording, and then transcribed and encoded according to the principle of CHLDES and INCA-A 's pragmatic communication behavior coding system. The coded corpus is processed by CLAN program, and the speech tendency, speech action and speech flexibility of the subjects are analyzed preliminarily, and then the data after CLAN operation is input into SPSS19.0 to further analyze and process. Based on the quantitative and qualitative analysis of the changes in pragmatic communication behaviors of the three subjects before and after intervention, the following conclusions are drawn. First, the comprehensive intervention approach is effective in the pragmatic communication behavior of children with mild mental retardation in the context of peer interaction. The results of quantitative analysis showed that the number of speech tendency, speech action, and speech flexibility of the three subjects increased in varying degrees through comprehensive intervention, and most of the indicators were significantly different from those before intervention at the level of 0.01. Before and after intervention, the data overlap rate of the two stages is more than 50%. Qualitative analysis showed that the three subjects not only appeared new types of pragmatic communication behavior after intervention, but also showed significant improvement in speech intelligibility and agility. The level of cooperative communication behavior of LJT was also improved to some extent. Secondly, comprehensive intervention can be applied to pragmatic competence training in life language or rehabilitation training courses in special education schools. In the specific application, the teaching process and principle proposed by this study should be closely combined with the personal characteristics of children with intellectual disabilities, the specific natural situation, and run through all aspects of teaching scheme design, implementation and evaluation, and at the same time, The scope of application of the results of this study should also be clarified.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G764

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本文編號(hào)：1886922