汉语读写障碍儿童个别化教育的实践研究

发布时间：2018-03-18 00:28

本文选题：汉语读写障碍　切入点：个别化教育　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：汉语读写障碍儿童是指智力正常,也没有任何感官异常,但是在学习汉语及汉语相关知识的过程中,同时存在阅读和书写困难的儿童,且这些困难明显影响到其学习成绩或日常活动。本研究通过系统评估及观察,选取了三名8岁的读写障碍儿童作为个案,运用文献研究和行动研究等研究方法开展个别化教育。研究小组从学生的学习动机、课堂学习表现、作业情况、父母教养态度等方面收集个案的资料,对其学习行为进行深入的探讨分析,分别为三个个案拟定了个别化教育计划,由资源中心特殊教育专业教师、学科教师、家长、同学以团队协作的模式共同实施个别化教育计划,把文献中现有的理论研究运用到教育实践,边实施教学边调整教学策略,以帮助个案解决读写困难的问题,促进个案的良性发展。个别化教育计划实施过程中,笔者主要负责补救教学的部分。笔者在由三个个案组成的补救教学小组中,主要运用了直接教学、多感官教学和认知教学三种教学策略。直接教学是让学生在短时间内掌握某一方法的最高效的教学策略,可以让学生快速掌握一节课的主要内容和操作流程,并按照流程提示去操作。笔者还结合多感官教学和认知教学策略,指导学生学习了情景想象、角色扮演等多感官的阅读理解策略;学习了品读标题的准备策略、运用图表理解或构思的组织策略、结合前后文联想的精细加工策略等。同时笔者还运用了正向行为支持来激发、维持学生的学习动机;运用了自我管理策略来帮助学生监控自己的学习行为。研究结果显示,个别化教育计划必须是一个团队合作实施,其中学科教师是帮助学生学习的主力;家长支持是达成教学目标的重要保障;专业教师的补救教学是教学目标达成的有利补充。笔者在补救教学实施的过程中,也意识到学生的学习要得到真正的改善,单靠策略的学习也是不够的,基础知识的补救也很重要。笔者认为,下一步的研究,还需要在个别化教育计划拟定与实施的团队建设和团体沟通、个案基础知识的补救、指导个案精熟运用策略等方面做更多的努力。
[Abstract]:Children with Chinese dyslexia are children with normal intelligence and no sensory abnormalities. However, in the process of learning Chinese and its related knowledge, children with both reading and writing difficulties are involved. These difficulties significantly affected their academic achievement or daily activities. Through systematic evaluation and observation, three 8-year-old children with dyslexia were selected as a case study. Individualized education was carried out using literature and action research methods. The study group collected case data from students' learning motivation, classroom learning performance, homework, parental rearing attitude, etc. The individual education plan was drawn up for three cases, including special education teachers, subject teachers, parents of the resource center. In order to help individual students solve the problem of reading and writing difficulties, the students implement individualized education plan in the mode of teamwork, apply the existing theoretical research in the literature to the educational practice, and adjust the teaching strategy while implementing the teaching and learning, so as to help the individual cases solve the problem of reading and writing difficulties. In the process of implementing individual education plan, the author is mainly responsible for the part of remedial teaching. In the remedial teaching group composed of three cases, the author mainly uses direct teaching. Direct teaching is the most efficient teaching strategy for students to master a certain method in a short time. The author also combined multi-sensory teaching and cognitive teaching strategies to guide students to learn multi-sensory reading comprehension strategies, such as scenario imagination, role-playing, etc. Using the organization strategy of graph understanding or conception, combining the fine processing strategy of the former and the former text association, etc. At the same time, the author also uses the positive behavior support to stimulate and maintain the students' learning motivation; Using self-management strategies to help students monitor their learning behavior. The results show that individualized education programs must be implemented in a team, in which subject teachers are the main force to help students learn; Parents' support is an important guarantee to achieve the teaching goals, and the remedial teaching of professional teachers is a favorable supplement to the achievement of teaching goals. In the process of implementing remedial teaching, the author also realizes that students' learning should be really improved. It is also not enough to rely on the learning of strategies alone, and the remedy of basic knowledge is also very important. The author thinks that the next step of the study is team building and group communication in the development and implementation of individual education plans, and the remediation of the basic knowledge of individual cases. Guide the case to use the strategy of proficient use of more efforts.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G760;G623.2

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