《中国康复理论与实践》

《中国康复理论与实践》 ›› 2013, Vol. 19 ›› Issue (1): 86-90.

• 论文 • 上一篇    下一篇

运用音乐游戏开展学龄前智障儿童主题课程教学的效果

陈夏尧，李利君，唐乐群，刘丽君   

  1. 1.中国康复研究中心，北京市100068；2.湖南省残疾人康复研究中心，湖南长沙市410016。
  • 收稿日期:2012-05-10 修回日期:2012-08-28 出版日期:2013-01-25 发布日期:2013-01-25

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.   

  1. China Rehabilitation Research Centre, Beijing 100068, China
  • Received:2012-05-10 Revised:2012-08-28 Published:2013-01-25 Online:2013-01-25

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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(P<0.001)。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

Abstract: Objective To explore the effects of music games thematic curricula on preschool children with intellectual disabilities. Methods 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 Communicational Ability, and Scales of Social Skill before and after 20 weeks of curricula. Results The experiment group performed better in learning attitude, emotive behavior, communicational ability, and social skill than the control group (P<0.001). 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, intellectual disabilities, preschool children