CAJ | 학술논문

　　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。
　　목적연구운용음악유희형식조직개전학령전지장인동주제과정교학적효과。방법30명3~6세이학진적지장인동분위실험조(n=15)화대조조(n=15)，실험조접수운용음악유희형식조직개전주제과정교학，대조조접수상규교육강복。교육전후사용학습태도량표、정서행위량표、구통능역량표、사회기능량표진행평정。결과실험조재학습태도、정서행위、구통능력화사회기능방면현저우우대조조(P<0.001)。결론운용음악유희형식조직개전적주제과정교학，능구명현지개선학령전지장인동적정서화행위，격발학습흥취，제고구통능력화사회기능，교학효과현저。
Objective To explore the effects of music games thematic curricula on preschool children with intellectual disabilities. Meth-ods 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 Commu-nicational Ability, and Scales of Social Skill before and after 20 weeks of curricula. Results The experiment group performed better in learn-ing 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.