對話式繪本閱讀，對智力障礙兒童口語敘事能力的干預研究

An Intervention Study on the Conversational Picture Book Reading for Children with Intellectual Disabilities

本研究採用行動研究法，將廣東省中山市特殊教育學校的3名智力障礙兒童作為研究對象。研究者將智力障礙兒童的口語敘事能力分為宏觀結構與微觀結構，通過對話式繪本閱讀的干預訓練，探討智力障礙兒童口語敘事能力的干預成效。研究結果表明：行動研究干預後，智力障礙兒童的口語敘事能力取得了明顯的改善，口語表達主動性也有所提升。兒童的智力障礙程度越輕，干預效果越明顯。在宏觀結構上，輕、重度智力障礙兒童均取得進步，且重度智力障礙兒童宏觀結構的發展優於微觀結構的發展。在微觀結構的改善上，智力障礙程度輕的兒童優於障礙程度重的兒童。

"This study adopts the action research method and takes the mentally handicapped children in a special education school in Guangdong Province as the research object. Through the intervention training of dialogic picture book reading for children with intellectual disabilities, the intervention effect of dialogic picture book reading on the oral narrative ability of intellectually disabled children is explored. The research shows: After the intervention of action research, the oral narrative ability of mentally retarded children has been significantly improved. Moreover, the development of the oral narrative ability of children with different intellectual disabilities is slightly different; The improvement of the macro-structure and micro-structure of the oral narrative ability of the same mentally handicapped student is different. In addition, the initiative of mentally handicapped students in oral expression has increased."