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A study on the teaching program for acquisition of the abstract concepts and verbal behavior in the pupils and students with hearing and mental multi-disabilities

小学生及听力心理多重障碍学生抽象概念和言语行为习得教学方案研究

基本信息

批准号：
11610147
负责人：
MOCHIZUKI Akira
金额：
$ 1.73万
依托单位：
Ritsumeikan University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2001
项目状态：
已结题

项目摘要

The project consists of a survey research and experimental studies.1) Survey research: A mailed questionnaire was used to survey the principle of teaching methods and programs for the pupils and students with multi disabilities in the 44 schools for the deaf which set up the class for the students with multi disability. 33 schools answered to the questionnaire and results showed some common tendencies about the communication modes and teaching curriculums through nursery to high school age.2) Experimental studies: The experimental studies were conducted in the 2 students with multi disabilities for three years by the periodical intensive training camps. In the first year, the training programs were analyzed for acquisition of demanding by the sign or writing mode.: In the second year, the abstract usage of words, I.e. the use of the name of color as a modifier was taught to the students. The results of these two years showed the combination training of the conditional discrimination for acquisitions of the names of colors and the demanding colored objects was effective for multi-mode expression. In the final third year, one of the students was taught to response to the other's demanding and to report the place where the student was by writing mode through the male-function of the personal phone. By these trainings of the personal phone, the ability of the expression of words and sentences increased drastically in the students. The other student was taught to express the reporting other person's behavior by two-word sentence of verb and object through the training of the computer-assisted conditional discrimination tasks. In this experiment, the technique of "the instructional feedback" was used under the paradigm of stimulus equivalence. As the results, the student learned the expression of two-word sentences by sign and writing modes.

本课题由调查研究和实验研究两部分组成。1）调查研究：采用邮寄问卷的方法，对44所设立多种残疾学生班的聋校的学生和多种残疾学生的教学方法和教学计划的原则进行了调查。通过对33所学校的问卷调查，结果表明，从幼儿到高中，学生在沟通方式和教学策略上存在一些共同的倾向。2）实验研究：对2名多重残疾学生进行为期3年的定期强化训练营的实验研究。在第一年，训练计划进行了分析，以获得要求的符号或写作模式。在第二年，抽象的词的用法，即使用颜色的名称作为修饰语被教授给学生。两年的实验结果表明，对颜色名称和要求颜色的物体进行条件辨别的组合训练对多模式表达是有效的。在最后的第三年，其中一名学生被教导要回应对方的要求，并通过个人手机的男性功能以书写模式报告学生所在的地方。通过这些训练，学生的词语和句子的表达能力大大提高。另一名被试通过计算机辅助条件辨别任务的训练，学会用动宾双字句表达对他人行为的报告。本实验在刺激等效范式下采用了“教学反馈”技术。结果，学生通过手势和书写方式学会了二字句的表达。