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跨学科视角下孤独症学生融合课堂教学策略研究

Research on Inclusive Classroom Teaching Strategies for Students with Autism from an Interdisciplinary Perspective

Education Study / 2025,7(8): 842-845 / 2025-08-20 46 43

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• Authors: 李晓娟
• Information:

  北京教育科学研究院，北京

• Keywords:
  Interdisciplinary; Autism; Inclusive education; Classroom teaching strategies
  跨学科; 孤独症; 融合教育; 课堂教学策略
• Abstract: From an interdisciplinary perspective, this study focuses on four typical students with autism by adopting a multi-case embedded research method. It integrates the professional strengths of multiple teachers to collaboratively design and implement multidisciplinary classroom support strategies. The research shows that the knowledge and skill integration strategies, emotional environment optimization strategies, multisensory integration strategies, cognitive rule adaptation strategies, and personalized capability compensation strategies designed from an interdisciplinary perspective can significantly enhance the classroom participation, enthusiasm, and learning outcomes of students with autism. Meanwhile, participation degree and enthusiasm of other students in the class have also been significantly improved. 本研究基于跨学科视角，采用多案例嵌入式研究法，聚焦4名典型孤独症学生，整合多位教师的专业力量，共同设计并实施多学科课堂支持策略。研究发现，从跨学科视角出发设计的知识技能整合策略、情绪环境优化策略、多感官融合策略、认知规律适配策略及个性化能力补足策略，能显著提升孤独症学生的课堂参与度、参与积极性和学习效果。同时，班级其他学生的课堂参与程度和积极性等方面也有显著提高。
• DOI: https://doi.org/10.35534/es.0708159
• Cite: 李晓娟．跨学科视角下孤独症学生融合课堂教学策略研究［J］．教育研讨，2025，7（8）：842-845．