孤独症谱系障碍儿童沟通与交往课程体系的建构与实施

白锋亮; 徐九平; 孙珂

doi:10.3969/j.issn.1672-4933.2023.06.024

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孤独症谱系障碍儿童沟通与交往课程体系的建构与实施

康复教育 | 更新时间：2023-12-06

- 孤独症谱系障碍儿童沟通与交往课程体系的建构与实施
- The Construction and Implementation of a Communication and Interaction Curriculum System with Autism Spectrum Disorders
- 中国听力语言康复科学杂志 2023年21卷第6期页码：654-657
- 作者机构：
  
  深圳市南山区龙苑学校深圳 518052
- 作者简介：
  
  白锋亮本科高级教师；研究方向：特殊儿童教育教学
  徐九平，E-mail：1142753556@qq.com
- 基金信息：
  
  广东省特殊教育精品课程建设项目“沟通与交往”(2021tsjyjpkc06)
- DOI：10.3969/j.issn.1672-4933.2023.06.024
  中图分类号：
- 纸质出版日期：2023-11-15，
  
  收稿日期：2023-06-11，
- 稿件说明：
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白锋亮,徐九平,孙珂.孤独症谱系障碍儿童沟通与交往课程体系的建构与实施[J].中国听力语言康复科学杂志,2023,21(06):654-657.

BAI Feng-liang,XU Jiu-ping,SUN Ke.The Construction and Implementation of a Communication and Interaction Curriculum System with Autism Spectrum Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2023,21(06):654-657.
白锋亮,徐九平,孙珂.孤独症谱系障碍儿童沟通与交往课程体系的建构与实施[J].中国听力语言康复科学杂志,2023,21(06):654-657. DOI： 10.3969/j.issn.1672-4933.2023.06.024.

BAI Feng-liang,XU Jiu-ping,SUN Ke.The Construction and Implementation of a Communication and Interaction Curriculum System with Autism Spectrum Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2023,21(06):654-657. DOI： 10.3969/j.issn.1672-4933.2023.06.024.

摘要

深圳市南山区龙苑学校从孤独症学生实际需求出发，对国家课程标准进行校本化实施，建立了二阶-五维的沟通与交往课程模型。该模型以社会情感学习和阶梯式儿童语言康复模式为理论依据，课程目标以人际交往、自我意识、自我管理、做出负责任的决定、社会意识能力等5个维度能力为框架，每项能力分为高、低两阶，通过6个课程单元实施；在课程实施上，运用体验、理解、表达和运用的阶梯式儿童语言康复模式统整课程活动设计，推动课程教学实践发展。

Abstract

According to the needs of students with autism and the national curriculum standards

Longyuan School in Nanshan District

Shenzhen has implemented in creating a "second-order five dimensional" communication and interaction curriculum model. The curriculum has been developed and implemented

achieving certain results. This model is based on the theoretical basis of social emotional learning and a ladder based language rehabilitation model for children. In terms of curriculum objectives

the framework is based on five dimensions of abilities: interpersonal communication

self-awareness

self-management

making responsible decisions

and social awareness ability. Each ability is divided into two levels: low and high

and is implemented through six curriculum units. In terms of curriculum implementation

the model of "experience

understanding

expression

and application" is utilized to integrate curriculum activity design and promote the development of curriculum teaching practice.

关键词

沟通与交往课程体系社会情感学习课程实施

Keywords

Communication and interactionCurriculum systemSocial emotional learningCurriculum implementation

references

五彩鹿自闭症研究院.中国自闭症教育康复行业发展状况报告(Ⅱ)[M].北京:华夏出版社,2017.66-67.

教育部.培智学校义务教育课程标准(2016年版)[EB/OL].http://www.moe.gov.cn/srcsite/A06/s3331/201612/t20161213_291722.html.2016-12-13http://www.moe.gov.cn/srcsite/A06/s3331/201612/t20161213_291722.html.2016-12-13.

联合国儿童基金.社会情感学习培训手册[DB/OL].https://www.unicef.cn/documents/sel-resources.2020-11https://www.unicef.cn/documents/sel-resources.2020-11.

孙二军.美国中小学“社会与情绪学习”课程开发的现状及策略[J].比较教育研究,2013,35(5):6-6.

Barendse EM, Hendriks MPH, Geert T,et al.Social behaviour and social cognition in high-functioning adolescents with autism spectrum disorder (ASD): two sides of the same coin?[J].Cognitive Processing,2018,19(4):545-555.

Simmons GL, Ioannou S, Smith JV,et al.Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism[J].Autism Research, 2020,21(1):37-46.

DeFilippis,Melissa.Depression in Children and Adolescents with Autism Spectrum Disorder[J].Children, 2018,5(9):34-39.

Wolstencroft J, Robinson L, Srinivasan R,et al.A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD[J].Journal of Autism & Developmental Disorders, 2018,21(6):233-242.

刘巧云.儿童语言康复学[M].南京:南京师范大学出版社,2021.172-176.

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