运用音乐游戏开展学龄前智障儿童主题课程教学的效果①.pdfVIP

中国康复理论与实践2013 年1 月第19 卷第1 期 Chin J Rehabil Theory Pract, Jan. 2013, Vol. 19, No. 1 - 86 - DOI : 10.3969/j.issn. 1006-9771.2013.01.025 ·特殊教育· 运用音乐游戏开展学龄前智障儿童主题课程教学的效果① 1 2 2 2 陈夏尧 ，李利君 ，唐乐群 ，刘丽君 [摘要] 目的 研究运用音乐游戏形式组织开展学龄前智障儿童主题课程教学的效果。方法 30 名3~6 岁已确诊的智障儿童分 为实验组(n= 15)和对照组(n= 15) ，实验组接受运用音乐游戏形式组织开展主题课程教学，对照组接受常规教育康复。教育前后使用 学习态度量表、情绪行为量表、沟通能力量表、社会技能量表进行评定。结果 实验组在学习态度、情绪行为、沟通能力和社会 技能方面显著优于对照组(P0.001) 。结论 运用音乐游戏形式组织开展的主题课程教学，能够明显地改善学龄前智障儿童的情绪 和行为，激发学习兴趣，提高沟通能力和社会技能，教学效果显著。 [关键词] 音乐游戏；主题课程教学；智力残疾；学龄前儿童 Effect of Music Games Thematic Curricula on Teaching for Preschool Children with Intellectual Disabilities CHEN Xia-yao, LI Li-jun, TANG Le-qun, et al. China Rehabilitation Research Centre, Beijing 100068, China Abstract: Objective To explore the effects of music games thematic curricula on preschool children with intellectual disabilities. Meth- ods 30 children with intellectual disabilities accepted music games thematic curricula (experiment group, n= 15) or routine thematic curricula (control group, n= 15) respectively. They were assessed with the Scales of Learning Attitude, Scales of Emotive Behavior, Scales of Commu- nicational Ability, and Scales of Social Skill before and after 20 weeks of curricula. Results The experiment group performed better in learn- ing attitude, emotive behavior, communicational ability, and social skill than the control group (P0.001). Conclusion Using music games in thematic curricula can not only improve the mood and behavior of the preschool children with intellectual disabilities apparently, but also inspire their learning interest, develop their communicational and social abilities. Key words: music games; thematic curricula; intelle