CAJ | 학술논문

目的：考察蒙台梭利学前教育对2～3岁听障儿童智力及听觉能力发展的影响。方法将14名2～3岁听障儿童随机分成实验组和对照组，每组7人。实验组接受常规听力语言康复教育和为期12个月的蒙台梭利幼儿课程训练，对照组只接受常规听力语言康复教育。采用Griffith精神发育量表和婴幼儿有意义听觉整合量表（IT-MAIS）测试两组儿童实验前后的智力和听觉能力。结果①Griffith精神发育量表评估总发育商上，实验组和对照组的前测成绩没有显著差异（t=-0.172， P>0.05），后测成绩实验组显著好于对照组（t=2.067，P<0.05）；②听觉能力测试总分上，实验组和对照组的前测成绩没有显著差异(t=-0.273，P>0.05)，后测成绩实验组显著好于对照组（t=6.041，P<0.05）；③听觉能力后测中，实验组的声音发声情况及理解能力显著好于对照组（t值分别为3.421和2.056，P值均<0.05），两组声音察知能力无明显差异(t=0.038， P>0.05)。结论蒙台梭利学前教育是听障儿童康复训练中可以选择使用的一种康复方式，对其智力发展及听力发展有一定的帮助。
목적：고찰몽태사리학전교육대2～3세은장인동지력급은각능력발전적영향。방법장14명2～3세은장인동수궤분성실험조화대조조，매조7인。실험조접수상규은력어언강복교육화위기12개월적몽태사리유인과정훈련，대조조지접수상규은력어언강복교육。채용Griffith정신발육량표화영유인유의의은각정합량표（IT-MAIS）측시량조인동실험전후적지력화은각능력。결과①Griffith정신발육량표평고총발육상상，실험조화대조조적전측성적몰유현저차이（t=-0.172， P>0.05），후측성적실험조현저호우대조조（t=2.067，P<0.05）；②은각능력측시총분상，실험조화대조조적전측성적몰유현저차이(t=-0.273，P>0.05)，후측성적실험조현저호우대조조（t=6.041，P<0.05）；③은각능력후측중，실험조적성음발성정황급리해능력현저호우대조조（t치분별위3.421화2.056，P치균<0.05），량조성음찰지능력무명현차이(t=0.038， P>0.05)。결론몽태사리학전교육시은장인동강복훈련중가이선택사용적일충강복방식，대기지력발전급은력발전유일정적방조。
Objective To observe the effects of Montessori preschool education on the intelligence and auditory development of hearing-impaired children aged 2-3 years. Methods A total of 14 hearing-impaired children were randomly divided into experimental group and control group with 7 children in each. The experimental group received the routine auditory,speech rehabilitation and Montessori preschool curriculum for 12 months.By contrast, the control group only received routine auditory and speech rehabilitation training. The intelligence and auditory abilities of the children were evaluated with the Griffith Mental Development Scales (GMDS) and Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) respectively before and after the experiment. Results (1)There was no significant difference in the development quotient(DQ) of GMDS between the two groups before the experiment(t=-0.172,P>0.05), but the DQ of the experimental group was significantly higher than that of the control group after the experiment(t=2.067,P<0.05). (2) There was no significant difference in the auditory scores between the two groups before the experiment(t=-0.273,P>0.05), but the auditory scores of the experimental group were significantly higher than those of the control group after the experiment(t=6.041,P<0.05).(3)The experimental group was significantly better than the control group in the phonation (P<0.05) and comprehension abilities (P<0.05), but the two groups had no significant difference in the sound detection ability(P>0.05). Conclusion Montessori preschool education is one of the effective rehabilitation approaches, and can facilitate the intelligence and auditory development of hearing-impaired children.