CAJ | 학술논문

目的通过个案研究探讨教师指导对听障儿童积木建构游戏中社会性水平的影响.方法采用单一被试单基线A-B实验设计,对1例听障儿童积木建构游戏进行指导,跟踪指导效果,采用SPSS 17.0进行数据分析.结果经过教师为期3个月的积木建构区游戏指导,个案简单平行游戏(P<0.05)、互补游戏(P<0.05)在基线期和处理期均有显著性差异,即简单平行游戏减少,互补游戏增多,游戏社会性水平显著提高.结论教师在听障儿童积木建构游戏中的指导能有效提高其游戏社会性水平.
목적통과개안연구탐토교사지도대은장인동적목건구유희중사회성수평적영향.방법채용단일피시단기선A-B실험설계,대1례은장인동적목건구유희진행지도,근종지도효과,채용SPSS 17.0진행수거분석.결과경과교사위기3개월적적목건구구유희지도,개안간단평행유희(P<0.05)、호보유희(P<0.05)재기선기화처리기균유현저성차이,즉간단평행유희감소,호보유희증다,유희사회성수평현저제고.결론교사재은장인동적목건구유희중적지도능유효제고기유희사회성수평.
Objective To study the impact of teachers’ instructions on the social ability of a hearing-impaired child in the block building games. Methods By a single-subject A-B experimental design, the instructions were provided for a hearing-impaired child for playing block building games and the follow-up outcomes were observed. The experimental results were then analyzed with SPSS17.0 software. Results After 3 months of teachers’ instructions in block building games, the scores of the subjects showed significant differences in parallel games(P<0.05) and complementary games(P<0.05)as compared with those scores at baseline. The number of simple parallel games decreased and complementary games increased, which indicated the improvement of social ability. Conclusion The instructions of teachers in the block building games can effectively enhance the social skills of hearing-impaired children while playing games.