A Study On The Intervention Of Verbal Narrative Ability Of Children With Intellectual Disabilities Based On The Story Structure Teaching Method Of Picture Books

Oral narrative ability has an extremely important impact on children’s cognitive development,interpersonal communication and learning.However,the oral narrative ability of children with intellectual disabilities often lags behind in development,which leads to obstacles in learning and interpersonal interaction.Therefore,it is necessary to intervene in the oral narrative ability of children with intellectual disabilities.The story structure teaching method is one of the effective intervention methods proved by empirical research to improve the oral narrative ability of special children,and has good effects on improving the integrity and coherence of oral narrative of special children.In 2016,the Ministry of Education of China issued the Curriculum Standards for Compulsory Education in Mental Education Schools,which clearly stated that "students should be able to read simple picture books or children’s literature works,and read more than 18 picture books or books in total".Combined with society-adaptation curriculum goal,therefore,this study based on mental retardation children’s oral narrative level and age characteristics,design a set of story structure teaching method of teaching scheme based on picture books,and through the teaching plan for mental retardation children’s oral narrative intervention,verify that the method of mental retardation children in oral narrative intervention effect under different situations.This study is based on a cross-situational multi-baseline single subject research design,combined with interviews with parents and teachers,taking a third-grade student with moderate intellectual disability from a special School for Mental Retardation as the object,and adopting the story structure teaching method based on picture books to investigate his oral narrative ability(oral narrative ability includes three dimensions:The length of the story,the story structure,discourse cohesion,story length dimension is divided into two basic elements of total count and dissimilar to count,story structure with time,people,place,cause,process and result,textual cohesion has a relative term,pronouns and demonstrative three main factors)intervention,namely with teachers,strangers and family of the three commonly used communication situations,The teaching stage includes: baseline period,intervention period(story structure elements teaching,story structure teaching intervention),maintenance period,and finally visual analysis of the data.In the intervention period,"story robot" was combined to review the story content through visual cues.The research results show that: First,the story structure teaching method based on picture books can improve the oral narrative ability of children with intellectual disabilities,and has a certain intervention effect and maintenance effect.Second,the intervention based on the story structure teaching method of picture books improves the oral narrative ability of children with intellectual disabilities in different communication situations and has been generalized,but there are differences in intervention and maintenance.The maintenance effect of the intervention of teacher situation is the best,followed by the stranger situation,and the intervention effect of family situation is poor.Thirdly,the story structure teaching method based on picture books has the most significant improvement effect on the story structure dimension of the oral narrative ability of children with intellectual disabilities.According to the research results and problems existing in the research,the following teaching suggestions are put forward: First,the application of "story robot" to promote story understanding and complete story expression;Secondly,diversified teaching strategies can improve learning enthusiasm and avoid burnout in storybook interpretation.Finally,parents should continue to learn and master the correct teaching method of story structure,and jointly enhance their oral narrative ability through home-school interaction.