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通过3个实验,考查了中度弱智儿童语义知识的发展。结果表明,与同龄的智力普通儿童相比,中度弱智儿童生物体和非生物体语义知识的发展均存在障碍,具体表现为类别语义、感/知觉语义和功能/联想语义等多种语义知识的发展水平较低。还有,中度弱智儿童非生物体的类别语义的发展障碍程度大于生物体,生物体的知觉和功能/联想语义的障碍程度大于非生物体;生物体的视觉和听觉语义知识发展水平相当,非生物体的视觉和听觉语义知识发展水平也相当。教学中凸显物体的关键特征和本质特征有助于丰富中度弱智儿童的物体表象,促进其语义知识的发展。
Through three experiments, we examined the development of semantic knowledge of moderate mentally handicapped children. The results show that there are obstacles to the development of semantic knowledge of living and non-living children in moderately mentally handicapped children compared with children of the same age, which are manifested in various semantic knowledge such as category semantics, sense / perception semantics and function / association semantics The level of development is low. In addition, the category semantics of non-living creatures in moderately mentally handicapped are more disorderly than the non-living things. The visual and auditory semantic knowledge of living beings are rather developed, Visual and auditory semantic knowledge of non-living organisms is also of comparable level of development. Highlighting the key features and essential features of objects in teaching helps to enrich the appearance of objects of moderate mentally handicapped children and promote the development of their semantic knowledge.