A Fundamental Study on the Teaching Method of Handwriting for the Handicapped children.

残疾儿童有时会遇到书写困难。本研究的目的是探讨残障儿童书写困难的原因，并尝试制定适合残障儿童的书写教学方法。本研究包括两个方面的研究：一是关于积木拼装、绘画等创造性活动发展的研究。第二，书法教学本身的研究。在第一项研究中，我们对一个部分视力的男孩进行了25次创造性活动，并观察了他两年的发展变化。根据研究结果，提出了幼儿创造力培养的教学模式。在第二个研究中，对学龄前儿童和一年级儿童进行口头指导，试图改变他们在徒手书写控制模式下的书写压力。根据实验结果，提出了用言语指令改变儿童书写压力的可能性。并结合视障儿童的实验数据，讨论了视觉信息在书写压力调节中的重要性。

The handicapped children sometimes meet with a difficulty of handwriting. The purpose of this study was to investigate the causes of the difficulty and to try to make the teaching method of handwriting for the handicapped children. This study involved two kinds of studies : First, study about the development of creative activities, such as block assembling and drawing. Second, study about the teaching handwriting itself. In the first study we had twenty-five sessions for a boy with partial sight as to creative activities and observed his developmental change for two years. From the results a teaching model about the creativity in young children was offered. In the second study verbal instructions were given to preschool and first-grade children to try to change their writing pressure in handwriting performance under the free-hand mode of writing control. From the results the possibility of using verbal instructions to change children's writing pressure was suggested Furthermore the importance of the visual information on regulation of handwriting pressure was discussed based on the data from the study on the children with visual impairment.