加强中国智力和发育障碍学生的数学学习:对教学支持的定性研究
1Special Education Department, Faculty of Education, East China Normal University, Zhongshan North Street, No.3663, Shanghai 200062, China.
Journal of Intelligence
|February 26, 2026
概括
中国的特殊教育教师通过五个关键策略支持智力和发育障碍 (IDD) 的小学学生学习数学:理解,任务响应,注意力,动机和行为调节.
科学领域:
- 特殊教育 特殊教育
- 数学教育教育 数学教育
- 发展心理学 发展心理学
背景情况:
- 对智力和发育障碍 (IDD) 学生的学科特定教学实践的研究有限.
- 了解在特殊教育环境中对具有IDD的小学年龄学生的数学教学至关重要.
研究的目的:
- 探索中国特殊学校的数学教师如何为IDD的小学年龄学生提供教学支持.
- 确定这种支持的类型,特征和课堂实施.
主要方法:
- 使用解释性现象学分析 (IPA) 进行定性研究设计.
- 数据通过15次视频录制的课堂观测和5次半结构化采访收集,采访了上海特殊学校的5名数学教师.
- 用于识别教学支持中的模式的专题分析.
主要成果:
- 确定了教学支持的五个核心领域:
- 促进理解 (简化解释,现实生活中的联系,视觉脚手架).
- 任务响应支持 (提示,建模,交接辅助).
- 保持注意力 (个人/集体线索).
- 动机维持 (赞美,鼓励,第二次机会).
- 行为调节 (言语克制,身体接近,注意力重定向).
结论:
- 研究结果为数学IDD学生提供了有效的,量身定制的教学支持.
- 这项研究解决了特殊教育文献中关于特定学科教学策略的差距.
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