学龄前智障儿童教学模式研究

Olga Shapko
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摘要

本文探讨了在幼儿园条件下运用模型对学龄前智力低下儿童进行矫正工作的经验。提供了6-7岁学龄前儿童课程大纲的例子。说明了儿童对模型介绍的反应。本文的目的是为了说明模型是一种有效的技术,为智障儿童感知认知材料,因为它刺激儿童独立自愿有目的的活动。模型算法促进了这一点,其中包括儿童熟悉的概化图像,不会给他们带来困难。我们已经考虑到,对于智力迟钝的儿童来说,“比较”操作是比较困难的操作之一,但通过它,物体和外部世界现象之间的关系是学习的。因此,比较在认知中起着重要的作用。比较有助于知识的概括和系统化。比较的过程是概括的必要条件。这个模型可以帮助智障儿童发现物体之间的相似之处,这对他们来说比发现差异要困难得多。
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Modelling of Teaching for Pre-School Children with Mental Retardation
The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.
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