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自闭症谱系障碍研究领域内的已有理论由于忽视了自闭症患者首先具有的具身性本质,因而无法在统一的框架内为自闭症谱系障碍提供合理的解释,更难以开发出有效的特殊教育方法。而现象学视野下自闭症谱系儿童的具身学习观,将自闭症学习的特殊性(社会性和非社会性),看作是主体-身体根据自己特定的客体-身体情形而做出相应调整的另一种在世存在方式,并从行为、社会和智力三个层面整合已有理论的优势,弥补了以往研究的不足。
Existing theories in the field of autism spectrum disorder have failed to provide a reasonable explanation for autism spectrum disorders in a uniform framework and neglected to develop an effective Special education method. The phenomenological vision of autistic spectrum pedigree learning concept, the particularity of autism learning (social and non-social), as the main body - the body according to their specific object - the body to make Corresponding adjustment of another way of being alive, and from the three levels of behavior, social and intellectual integration of existing theoretical advantages, make up for the lack of previous research.