嵌入式教学在学前听障儿童融合教育中的实践探索

赖淑芳; 邱思财

doi:10.3969/j.issn.1672-4933.2024.03.022

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嵌入式教学在学前听障儿童融合教育中的实践探索

康复教育 | 更新时间：2024-05-30

- 嵌入式教学在学前听障儿童融合教育中的实践探索
- Practical Exploration of Embedded Instruction in Inclusive Education for Preschool Hearing-Impaired Children
- 中国听力语言康复科学杂志 2024年22卷第3期页码：317-320
- 作者机构：
  
  福建省福乐幼儿园福州 350002
- 作者简介：
  
  赖淑芳本科特教高级；研究方向：听觉口语法、学前融合教育
  邱思财，E-mail：qiusicai@126.com
- 基金信息：
  
  福建省教育科学“十四五”规划2021年度课题“学前听障儿童融合教育中存在的问题及对策研究”(FJJKXQ21-045)
- DOI：10.3969/j.issn.1672-4933.2024.03.022
  中图分类号： G762
- 纸质出版日期：2024-05-15，
  
  收稿日期：2023-08-02，
- 稿件说明：
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赖淑芳,邱思财.嵌入式教学在学前听障儿童融合教育中的实践探索[J].中国听力语言康复科学杂志,2024,22(03):317-320.

LAI Shu-fang,QIU Si-cai.Practical Exploration of Embedded Instruction in Inclusive Education for Preschool Hearing-Impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):317-320.
赖淑芳,邱思财.嵌入式教学在学前听障儿童融合教育中的实践探索[J].中国听力语言康复科学杂志,2024,22(03):317-320. DOI： 10.3969/j.issn.1672-4933.2024.03.022.

LAI Shu-fang,QIU Si-cai.Practical Exploration of Embedded Instruction in Inclusive Education for Preschool Hearing-Impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(03):317-320. DOI： 10.3969/j.issn.1672-4933.2024.03.022.

摘要

目的

验证嵌入式教学在学前听障儿童融合教育中应用的有效性，以期为听障儿童融合教育提供参考与借鉴。

方法

选取2015年～2022年在我园接受融合教育的55名学前听障儿童实施嵌入式教学，研究周期选取接受融合教育最初4个月，并在嵌入式教学实施前后，对样本教学效果、听觉言语能力、词汇发展水平及构音清晰度方面进行评估。

结果

嵌入式教学实施后听障儿童的教学效果、听觉行为分级、言语可懂度分级、词汇发展水平及构音语音清晰度分别为66.17%±6.57%、6.18±0.43、4.02±0.49、48.68±2.58和67.11%±6.56%，均显著高于教学实施前的水平（

0.05）。

结论

嵌入式教学的实施有利于提升融合班教学效果，能够促进听障儿童听觉言语能力的发展，提高其课堂教学参与度和人际互动能力，进而更好地融入社会。

Abstract

Objective

To validate the effectiveness of of embedded instruction in inclusive education for preschool hearing-impaired children

in order to provide reference for inclusive education.

Methods

55 preschool hearing-impaired children who received inclusive education in our kindergarten from 2015 to 2022 were selected for embedded instruction. The research period was the first 4 months of receiving inclusive education

and the instruction effectiveness

hearing and verbal ability

vocabulary development level and articulation intelligibility of the sample were evaluated before and after the implementation of embedded instruction.

Results

The instruction effectiveness

categorical auditory performance criteria (CAP)

speech intelligibility rating (SIR)

vocabulary development level

and articulation intelligibility of hearing-impaired children after the implementation of embedded teaching were 66.17%±6.57%

6.18±0.43

4.02±0.49

48.68±2.58

and 67.11%±6.56%

respectively

which were significantly higher than before the implementation of instruction (

0.05).

Conclusion

The implementation of embedded instruction is conducive to improving the effectiveness of integrated teaching

promoting the development of auditory and speech abilities of hearing-impaired children

enhancing their classroom teaching participation and interpersonal interaction abilities

and laying a foundation for better integrating into society.

关键词

嵌入式教学融合教育听障儿童听力语言康复

Keywords

Embedded instructionInclusive educationHearing-impaired childrenHearing and speech rehabilitation

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