An Intervention Study Of Picture Book Story Teaching On The Oral Narrative Ability Of Children With Moderate Mental Retardation

Oral narration is an important speech activity that helps individuals realize the exchange of information and the communication and expression of emotions.Children with moderate intellectual disability are affected by congenital defects,their language ability development is blocked,and the development of oral narrative ability is slow.Picture books,as an important type of children’s books,are in line with children’s psychological development characteristics and acceptance level.They can help children develop basic abilities in stories with pictures and texts.Picture book story teaching is based on story-like picture book materials,and helps children master knowledge and develop skills through storytelling.The purpose of this study is to explore the effectiveness of the intervention of picture book story teaching on the oral narrative ability of children with moderate intellectual disability,and to help children with moderate intellectual disability develop their oral narrative ability.This study adopts a cross-subject multiple baseline experimental design in a single-subject study.Three 6-grade children with moderate intellectual disability in a special education school in Qingdao were used as the research objects,and a three-month picture book story teaching intervention was implemented.The researcher combined with the relevant scales to collect the data of the subjects in the baseline period,intervention expectation and maintenance period in a probing manner,started from the two dimensions of story length and story structure integrity in the process of retelling the story of the subjects,and used visual analysis and C statistics to sort out and quantify the data.At the same time,a qualitative analysis was carried out based on the interview data of teachers and parents,observation record diaries and evaluation recording samples,to establish the social validity of this study,and to explore the intervention effect of picture book story teaching on the oral narrative ability of the research subjects.The main conclusions of this research are as follows: picture book story teaching has immediate effect and maintenance effect on the oral narrative ability of children with moderate intellectual disabilities;Picture book story teaching has certain social validity.On this basis,the researchers reflect and summarize,and put forward suggestions for future related education and research.First,in terms of teaching practice,picture book stories should be used reasonably to carry out teaching activities.Educators should pay attention to the selection and teaching methods of picture book stories,strengthen dynamic assessment and individualized support for children with moderate intellectual disabilities,pay attention to the formation of educational synergy between families,schools and society.The second is to focus on the horizontal and vertical expansion of the research object,the life-oriented evaluation content and the comprehensive evaluation dimension in the follow-up related research development process.