本文選題：輕度智力障礙兒童 + 類比推理　； 參考：《華東師范大學(xué)》2014年碩士論文

【摘要】：類比推理是認知能力中較高級的成分,也是思維活動的較高級形式之一,它對學(xué)習(xí)新知識和新技能具有重要的促進作用。對于智障兒童而言,類比推理是一件較困難的事情,也正因如此,智障兒童類比推理的研究并不多見,干預(yù)訓(xùn)練研究就更少見了。本研究依據(jù)類比推理的有關(guān)理論,以類比推理成分為核心內(nèi)容設(shè)計一套適合輕度智力障礙兒童的類比推理教學(xué)方案,據(jù)此開展干預(yù)(教學(xué))訓(xùn)練,以期提高輕度智力障礙兒童的類比推理能力。 本研究采用單一被試研究中的A—B—A實驗設(shè)計,對2名輕度智力障礙學(xué)生實施圖形類比推理、言語類比推理和問題解決類比推理三方面的訓(xùn)練,收集干預(yù)前、后以及干預(yù)期間的類比推理測驗數(shù)據(jù),并采用描述性統(tǒng)計(視覺分析)和C統(tǒng)計分析法對測驗數(shù)據(jù)進行處理,以驗證類比推理訓(xùn)練的有效性。本研究結(jié)果發(fā)現(xiàn)：(1)甲生經(jīng)過10周的類比推理訓(xùn)練后,類比推理測驗的總分數(shù)有非常明顯的提高,其中圖形類比推理和言語類比推理的進步均達0.01顯著性水平,而問題解決類比推理測驗得分到干預(yù)后期才有所提高；(2)乙生經(jīng)過7周的類比推理訓(xùn)練后,類比推理測驗總分有明顯上升,其中,圖形類比推理和言語類比推理的進步均達0.01顯著性水平,而問題解決類比推理測驗得分沒有顯著提高。 根據(jù)上述研究結(jié)果,本研究認為類比推理訓(xùn)練能有效提升輕度智力障礙兒童的類比推理水平,尤其是圖形類比推理和言語類比推理的訓(xùn)練效果更好。 另外,根據(jù)已有的研究并結(jié)合本研究過程分析還發(fā)現(xiàn),問題解決類比推理訓(xùn)練的效果不如圖形類比推理和言語類比推理訓(xùn)練,問題解決類比推理訓(xùn)練對輕度智力障礙兒童的即時效果不顯著,到干預(yù)中后期才有明顯提升的趨勢。 本研究的干預(yù)訓(xùn)練的經(jīng)驗總結(jié)指出,在對輕度智力障礙兒童進行類比推理訓(xùn)練中,既要多采用圖形類和言語類的材料,也要適當(dāng)采用問題解決類的題材作為訓(xùn)練的載體內(nèi)容。同時,在長期的訓(xùn)練過程中要較多地利用實踐的機會,指導(dǎo)兒童運用類比去學(xué)習(xí)新知識、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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G764

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