Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters

GUO Wei-sen; FAN Rong-hui; WANG Ai-lin; ZHANG Si-chen; ZHANG Ning; WANG Xin; LI Chen-chen; YAO Lan

doi:10.3969/j.issn.1672-4933.2026.05.004

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Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters

Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders | 更新时间：2026-10-08

- Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 464-471(2026)
- 作者机构：
  
  1.北京市西城区教育学院北京 100053
  2.北京工业大学城市交通学院北京 100124
  3.中国社会科学院大学文学院北京 102488
  4.北京联合大学特殊教育学院北京 100075
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.004
  CLC： G760
- Received：01 June 2026，
  
  Revised：2026-07-15，
  
  Accepted：30 July 2026，
  
  Published：15 September 2026
- 稿件说明：
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郭伟森,樊荣慧,王艾琳等.基于协同学序参量的孤独症谱系障碍学生融合教育课堂协同机制实证研究[J].中国听力语言康复科学杂志,2026,24(05):464-471.

GUO Wei-sen,FAN Rong-hui,WANG Ai-lin,et al.Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):464-471.
郭伟森,樊荣慧,王艾琳等.基于协同学序参量的孤独症谱系障碍学生融合教育课堂协同机制实证研究[J].中国听力语言康复科学杂志,2026,24(05):464-471. DOI： 10.3969/j.issn.1672-4933.2026.05.004.

GUO Wei-sen,FAN Rong-hui,WANG Ai-lin,et al.Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):464-471. DOI： 10.3969/j.issn.1672-4933.2026.05.004.

摘要

目的

融合教育课堂有效协同是当前核心难题。本研究将协同学序参量理论引入孤独症谱系障碍学生融合教育课堂协同研究，基于背景—投入—过程—产出模型（context input process output model，CIPO）构建协同状态参量体系，以识别课堂协同序参量，简化协同复杂性，提升协同效率。

方法

运用必要条件分析法，以16节含孤独症谱系障碍学生的融合课堂为分析单元，采用课堂协同调查问卷与观察记录表采集数据。以效应量与置换检验显著性判定必要条件成立并进行瓶颈分析。

结果

环境协同是唯一同时约束课堂参与、行为适应与社会互动3项产出的序参量；内容协同专门约束目标达成；互动协同仅对行为适应提供补充性约束。瓶颈分析显示，环境协同呈阶梯递进约束，可分阶段建设；内容协同与师资力量、教学时间构成一组相互不可替代的条件；课堂环境呈全有或全无特征。

结论

孤独症谱系障碍学生融合教育课堂协同由环境协同主导、内容协同专司、互动协同辅助，据此形成课前完成环境配置，课中分阶段推进支持，高目标达成时集中投入的实践优先序，为融合教育资源有限地区提供了低成本、可复制的推进路径，也为协同学序参量理论在融合教育领域的应用提供了实证依据。

Abstract

Objective

Effective synergy in inclusive classrooms remains a core challenge in current practice. This study applied order parameter theory in synergetics to classroom synergy in inclusive education for students with autism spectrum disorder (ASD)

developed a classroom synergy state-parameter system based on the context-input-process-output (CIPO) model

and identified the order parameters of classroom synergy

with the aim of reducing its complexity and improving its efficiency.

Methods

Necessary condition analysis (NCA) was conducted using 16 inclusive classroom sessions involving students with ASD as the units of analysis. Data were collected using a classroom synergy questionnaire and a classroom observation form. Necessary conditions were identified on the basis of effect sizes and the statistical significance of permutation tests

followed by bottleneck analysis.

Results

Environmental synergy was the only order parameter that placed significant necessary constraints on the three process-oriented outcomes: classroom engagement

behavioral adaptation

and social interaction. Content synergy

as a specialized order parameter

specifically constrained goal attainment

whereas interactional synergy

as a supplementary order parameter

provided an additional necessary constraint on behavioral adaptation only. Bottleneck analysis showed that environmental synergy imposed stepwise constraints and could therefore be developed in phases; content synergy

teacher competence

and instructional time constituted a set of mutually non-substitutable conditions; and the classroom environment exhibited an "all-or-nothing" pattern.

Conclusion

Classroom synergy in inclusive education for students with ASD was characterized by environmental synergy playing a dominant role

content synergy serving a specialized function

and interactional synergy providing supplementary support. Accordingly

the following practical sequence was proposed: configure the classroom environment before class

provide support in phases during class

and concentrate resources when pursuing high levels of goal attainment. These findings provide a pathway that may be low-cost and replicable for resource-limited inclusive education settings and empirical support for applying order parameter theory in synergetics to inclusive education.

关键词

Keywords

references

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