患有自闭症谱系障碍 (ASD) 的孩子是否具有深度学习能力? 关于包容性游戏的探索性研究
Yanrong Zhu1,2, Xueyun Su1,3
1Department of Early Childhood Education, East China Normal University, Shanghai 200062, China.
Journal of Intelligence
|November 26, 2025
概括
患有自闭症谱系障碍 (ASD) 的儿童在游戏中表现出适度的深度学习能力,在情绪表达方面表现出色,但在社交互动方面扎. 与包容性环境相比,他们的学习在单人游戏中更有效.
科学领域:
- 儿童发展 儿童发展
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 深度学习对儿童发展至关重要,但对患有自闭症谱系障碍 (ASD) 的学龄前儿童的研究是有限的.
- 了解ASD的深度学习对于开发有效的教育和治疗干预措施至关重要.
研究的目的:
- 调查ASD学龄前儿童在包容性游戏 (IP) 和孤独游戏 (SP) 中的深度学习能力.
- 探索在自然游戏环境中影响ASD儿童深度学习的因素.
主要方法:
- 开发了一种针对儿童深度学习能力的新型评估尺度.
- 在中国幼儿园,在IP和SP期间观察到8名患有自闭症儿童和13名典型发育 (TD) 的儿童 (年龄为5-7岁).
- 收集了40个游戏案例 (10个IP,30个SP) 用于分析.
主要成果:
- 患有自闭症的儿童表现出适度的深度学习能力,情感体验得分最高,人际交互最低.
- 对于患有自闭症儿童,单独游戏 (SP) 的深度学习能力得分高于包容性游戏 (IP).
- 家庭收入,父亲的职业,兄弟姐妹和玩伴等社会经济因素显著影响了ASD儿童的深度学习.
结论:
- 这项研究为患有自闭症儿童在游戏期间的深度学习能力提供了新的见解.
- 研究结果表明,与包容性游戏相比,孤独的游戏可能更有利于ASD儿童的深度学习.
- 结果为加强对ASD儿童的包容性教育策略提供了经验基础.
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