运用交互式教学模式改善轻度智力障碍学生阅读成效的干预研究

摘要

研究旨在探讨交互式教学模式对轻度智力障碍学生阅读成效的影响.研究采用多基线跨被试实验设计, 以2名轻度智力障碍高年级学生为研究对象, 以适合被试能力特征的250-350字的说明文为研究材料, 收集被试基线期、处理期和追踪期三个阶段的数据, 进行分析处理.结果显示, 交互式教学模式对轻度智力障碍学生整体阅读理解成效有积极影响, 且具有一定的维持效果.研究对结果进行了讨论, 并对培智学校的阅读教学提出了针对性建议.%This study was to explore how the reciprocal teaching mode acting on the mild mental retardation students' reading achievements. Single-case design was used as the research method, and the subject experienced a three-phased teaching and evaluation. Two senior students with mild mental retardation were selected to probe into the effect of reciprocal teaching mode.The teaching and testing materials were expositive writing between 250 to 350 words. According to the Line Chart Analysis, the results showed that the reciprocal teaching mod三e had a positive impact on the mild mental retardation students' overall test scores of reading comprehension, and the positive results were partly maintained. What's more, some suggestions about how to improve mild mental retardation students' reading results were given for the special education school.