中度智障儿童由于大脑器质性的病变,导致其自我意识水平与同龄普通儿童相比发展缓慢,水平低。受其影响,中度智障儿童对社会性活动规则和场景的融入常常是失败的,因为他们无法在合适的场景中做出正确反应。我们知道,人作为社会的一个成员,从事于社会各项实践活动,是以自我意识为中介而实现的,自我意识是个体社会化的结果,但同时它的形成和发展又进一步推动个体的社会化,那么能否通过对中度智障学生自我意识的训练,让其逐渐区分我与他人、我与环境以及我与社会之间的关系,进而形成正确的自我认知,而可以更好地融入社会呢?如果他们能够更好地融入社会环境参与社会活动,在某一层面上不正体现了他的人性化水平的提升吗?但是我们也知道在对中度智障儿童进行社会性规则建立时,采用普通学生的学习内容和策略是无法达成目标的。基于这样的思考,笔者尝试训练中度智障学生的自我意识拟促进其社会化水平的提升。 Children with moderate mental retardation due to brain organic disease, leading to self-awareness level compared with the same age ordinary children’s slow development, low level. Affected by this, moderately mentally handicapped children often fail to incorporate rules and scenes of social activity because they fail to respond properly in the right context. We know that as a member of society, man is engaged in various practical activities in society through self-awareness as an intermediary. Self-consciousness is the result of individual socialization. However, at the same time, its formation and development further push forward the individual society So, through the training of self-awareness of moderately retarded students, can we gradually differentiate the relationship between myself and others, between me and the environment and between myself and society to form a correct self-awareness and better integrate Society? If they can better integrate into the social environment to participate in social activities, to some extent, does not reflect the improvement of humanity? However, we also know that children with moderate mentally handicapped social rules established, The use of ordinary students learning content and strategy is unable to achieve the goal. Based on this thinking, I try to train students with moderate self-awareness of intellectual disabilities to promote their social level.