论文部分内容阅读
通过对60名中度智力落后儿童对“深”、“浅”词义掌握的实验研究,结果表明:(1)3个年龄组中度智力落后儿童在“深”、“浅”词义的掌握上存在显著差异,9-10岁儿童在掌握上的得分显著提高;(2)中度智力落后儿童对“深”的掌握要显著好于“浅”的掌握,对“深”、“浅”表示距离、颜色含义的掌握显著好于表示时间、程度含义的掌握;(3)中度智力落后儿童在“深”、“浅”词义掌握上的得分随着实验任务难度的增加而下降。教育者在教学中,可适当增加对智力落后儿童“浅”等负向词的词义掌握的教育。
Through the experimental study on the meaning of “Shen” and “Shao” of 60 children with moderate mental retardation, the results show that: (1) Children with moderate mental retardation in the three age groups are in “Shen” There was a significant difference in the mastery of the meaning of “shallow”, and the score of mastery of 9-10 year-old children increased significantly. (2) Children with moderate mental retardation had significantly better mastery of “deep ” than “shallow” (3) the children with moderate mental retardation have a better grasp of the meaning of time and degree; (3) the children with moderate mental retardation have a better grasp of the meaning of “color” in terms of “deep”, “ Shallow ”semantic grasping score with the experimental task more difficult to decline. Educators in teaching, may be appropriate to increase the children with mental retardation “shallow ” and other negative word semantic education.