【摘要】：從兒童情緒發(fā)展的觀點(diǎn)而言,學(xué)齡前是兒童社會(huì)情緒快速發(fā)展的重要階段,兒童的情緒辨別能力是其社會(huì)功能、同伴關(guān)系、學(xué)校適應(yīng)及學(xué)業(yè)成就的核心基礎(chǔ)。情緒的發(fā)展最主要的目標(biāo)是完成情緒的辨識(shí)與表達(dá)、情緒調(diào)控,以及問(wèn)題解決,而單一情緒辨識(shí)是普通兒童兩歲所具備的能力。自閉癥兒童單一情緒辨識(shí)的發(fā)展是情緒發(fā)展的基礎(chǔ),單一情緒辨識(shí)的教學(xué)策略顯得尤為重要。在目前自閉癥兒童的教育干預(yù)中,回合式教學(xué)法取得較好的教學(xué)成效。單一回合式教學(xué)法包括提示、提示后獨(dú)立、獨(dú)立三種教學(xué)程序,三種教學(xué)策略均能促進(jìn)個(gè)案情緒辨識(shí)能力的發(fā)展,怎樣的教學(xué)策略具有較高的教學(xué)成效,在過(guò)去的研究中未有一致性的結(jié)果。本研究旨在比較預(yù)先性提示教學(xué)策略和錯(cuò)誤糾正教學(xué)策略的教學(xué)成效。本文采用單一受試實(shí)驗(yàn)設(shè)計(jì)中變形的交替處理實(shí)驗(yàn)設(shè)計(jì),以三名學(xué)前自閉癥兒童作為研究對(duì)象,對(duì)比單一情緒辨識(shí)不同教學(xué)策略的教學(xué)成效。研究分為基線(xiàn)期、處理期、追蹤期三個(gè)階段,教學(xué)者在每次教學(xué)后進(jìn)行評(píng)量,收集數(shù)據(jù)資料。研究中以?huà)佊矌诺姆绞竭x擇教學(xué)策略。因此,預(yù)先性提示教學(xué)策略包含開(kāi)心和害怕這兩種教學(xué)內(nèi)容,錯(cuò)誤糾正教學(xué)策略則包含傷心和生氣。資料分析階段,以視覺(jué)分析所得的評(píng)估資料進(jìn)行量化分析,并結(jié)合社會(huì)效度評(píng)量表數(shù)據(jù),和家長(zhǎng)對(duì)教學(xué)研究的相關(guān)建議,以建立社會(huì)效度。研究結(jié)果顯示:1.錯(cuò)誤糾正教學(xué)策略的立即效果和泛化效果較好;2.預(yù)先性提示教學(xué)策略的維持效果較好。此外,研究者指出研究對(duì)象的范圍較小,教學(xué)內(nèi)容較固定等研究限制;并提出建議,在教學(xué)中可優(yōu)先選擇錯(cuò)誤糾正教學(xué)策略,為之后教學(xué)和研究工作提供一定的參考。
[Abstract]:From the point of view of children's emotional development, preschool is an important stage of children's rapid development of social emotion, and children's emotional discrimination ability is the core basis of their social function, peer relationship, school adaptation and academic achievement. The most important goal of emotional development is to complete emotional identification and expression, emotional regulation, and problem solving, and single emotional identification is the ability of ordinary children at the age of two. The development of single emotion identification in autistic children is the basis of emotional development, and the teaching strategy of single emotion identification is particularly important. In the current educational intervention of autistic children, Hui teaching method has achieved good teaching results. The single return teaching method includes three kinds of teaching procedures, which are prompt, independent and independent, and all three teaching strategies can promote the development of individual emotion identification ability. What kind of teaching strategy has higher teaching effect? There are no consistent results in previous studies. The purpose of this study is to compare the teaching effectiveness of advance prompt teaching strategy and error correction teaching strategy. In this paper, three preschool autistic children were selected as the subjects to compare the teaching results of different teaching strategies of single emotion identification by using the alternating treatment experiment design of deformation in the single subject experiment design. The study is divided into three stages: base period, processing period and tracking period. Teachers and scholars evaluate and collect data after each teaching. In the study, the teaching strategy was chosen by flipping coins. Therefore, the teaching strategy of preemptive prompt includes happy and afraid, while the teaching strategy of error correction contains sadness and anger. In the data analysis stage, the evaluation data obtained from visual analysis were quantitatively analyzed, and combined with the data of social validity scale, and the related suggestions of parents for teaching research, in order to establish social validity. The results show that: 1. The immediate effect and generalization effect of error correction teaching strategy are better; 2. It is suggested that the maintenance effect of teaching strategy is better. In addition, the researchers point out that the scope of the research object is small and the teaching content is fixed, and puts forward some suggestions that we can give priority to the choice of error correction teaching strategies in teaching, so as to provide some reference for the later teaching and research work.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G76

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