融合教育背景下特殊需要学生社会情感课程的开发与实践研究

Research on the Development and Practice of Social-Emotional Curriculum for Students with Special Needs in the Context of Inclusive Education

摘要: 【目的】：针对融合教育背景下孤独症谱系障碍、注意缺陷多动障碍等特殊需要学生社会情感能力发展不足的现状，本研究开发了一套适用于普通小学资源教室的社会情感课程，并验证了其有效性。【方法】：本研究采用基于设计的行动研究方法，依据CASEL框架构建了“三领域五维度十八关键技能”课程目标体系，并设计了包含6个单元、32个主题的教学内容。研究在广州市2所普通小学中，针对12名3~4年级孤独症及相关障碍学生，开展了为期3个学期的抽离式小组教学干预。采用混合研究法，通过《社会情感能力评定量表(父母版)》(SEL-P)前后测、课堂观察和访谈分析收集数据。【结果】：配对样本t检验结果显示，干预后学生社会情感能力总分(t= 8.73, p < 0.001)及自我管理、社会意识和人际关系技巧三个维度的得分均显著提升；课堂观察表明，学生积极行为频次增加，问题行为发生率下降；质性分析显示，学生在情绪识别、冲突解决等方面取得了显著进步；家长与教师对课程的满意度达92%。【结论】：本研究开发的社会情感课程体系科学、可行且有效，能为普通学校资源教室课程建设提供课程资源和实践模型，促进特殊需要学生的社会性融合。

Abstract: [Purpose]: This study developed a social-emotional curriculum for resource rooms in regular primary schools, and validated its effectiveness, addressing the current situation of insufficient social-emotional skills development among students with special needs such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) in the context of inclusive education. [Method]: This study employed a design-based action research method and constructed a curriculum objective system of “three domains, five dimensions, and eighteen key skills” based on the CASEL framework. The study designed teaching content including six units and thirty-two themes. The research conducted a three-semester pull-out group teaching intervention for twelve students with autism and related disorders in grades 3~4 from two ordinary primary schools in Guangzhou. A mixed research method was used, collecting data through pre-and post-tests of the Social and Emotional Learning Rating Scale (Parent Version) (SEL-P), classroom observations, and interview analyses. [Result]: The results of the paired-samples t-test showed significant improvements in students’ total score of social-emotional competence (t = 8.73, p < 0.001) and scores in three dimensions: self-management, social awareness, and relationship skills. Classroom observations indicated an increase in students’ positive behaviors and a decrease in problem behaviors. Qualitative analysis revealed significant progress in students’ emotional recognition and conflict resolution skills. The satisfaction rate of parents and teachers with the program reached 92%. [Conclusion]: The socio-emotional curriculum system developed in this study is scientific, feasible, and effective, providing curriculum resources and practical models for resource room curriculum development in regular schools, and promoting social integration for students with special needs.