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mainstreaming education
相关语句
  融合教育
     A survey of deaf students in mainstreaming education
     聋儿在融合教育活动中的情况调查
短句来源
     Mainstreaming education for deaf students has been gradually accepted and it is the demonstration of human rights in education.
     融合教育作为一种新的教育思潮,逐步被人们所接受。
短句来源
  “mainstreaming education”译为未确定词的双语例句
     Challenges and strategies on the mainstreaming education for hearing-impaired children
     聋儿随班就读存在的相关问题与对策
短句来源
     OBJECTIVE: Case analysis is performed to provide elicitation for mainstreaming education training of children with autism and proper suggestions for education worker and children patients' parents.
     目的:通过案例剖析,为孤独症儿童的随班就读教育训练提供启发,为教育工作者和患儿家长提供适当的建议。
短句来源
  相似匹配句对
     Education
     教育(英文)
短句来源
     EDUCATION
     心路历程——教育(英文)
短句来源
     A survey of deaf students in mainstreaming education
     聋儿在融合教育活动中的情况调查
短句来源
     Case study on the education rehabilitation of mainstreaming children with autism
     随班就读孤独症儿童的个案教育康复(英文)
短句来源
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Mainstreaming education for deaf students has been gradually accepted and it is the demonstration of human rights in education. In 2003, the students from our school began a trial in stepping into the mainstreaming in collaboration with a local day care center. This has resulted in significant improvements on the students and at the same time, some problems were also noted. This paper intends to discuss our attempt to address this issue.

融合教育作为一种新的教育思潮,逐步被人们所接受。即"特教学生与普通班学生在相同的环境中受教育",是人权思想的一种体现。它通过特殊儿童对各种文化、课程、社区活动的积极参与,使他们最大限度地融入到普通学校。2003年我校与花朵幼儿园合作进行了融合教育的初步尝试,教师通过对这些聋儿在普通班级的半日活动的观察和了解,明显感受到了融合教育给聋儿带来的巨大变化,同时也发现了融合教育中存在的一些问题。通过分析和研究,寻找解决问题的办法,进一步把融合教育推向深入。

BACKGROUND: Autism is a kind of severe growth and development disorder that occurs in the infant period. It is basically characterized by social communication disorder, language development disorder, narrow area of interest, and stereotyped and repeated behavior to different extents, and is increasing in the worldwide. Education training is still taken as the major for the rehabilitation therapy of autism. OBJECTIVE: Case analysis is performed to provide elicitation for mainstreaming education training...

BACKGROUND: Autism is a kind of severe growth and development disorder that occurs in the infant period. It is basically characterized by social communication disorder, language development disorder, narrow area of interest, and stereotyped and repeated behavior to different extents, and is increasing in the worldwide. Education training is still taken as the major for the rehabilitation therapy of autism. OBJECTIVE: Case analysis is performed to provide elicitation for mainstreaming education training of children with autism and proper suggestions for education worker and children patients' parents. DESIGN: Case analysis.SETTING: Department of Rehabilitation, Nanjing Technical College of Special Education; Nanjing Shangxinhe Primary School. PARTICIPANTS: One male child patient, born in June 1998, was diagnosed as autism by Shenyang Children's Hospital. They met the diagnostic criteria of infantile autism of the 4th edition of diagnostic and statistical manual of mental disorders (1994, USA).METHODS: Comprehensive intervention was performed in the child with autism for 5 months. Education measures consist of : to well accept class learning. ② showing merits in class. ③ to well apply learning contents in life. ④ to establish friendship. ⑤ to establish good behaviors and eliminate abnormal behaviors. ⑥ to pay more attention in class. ⑦ to train the perceptivity in class. ⑧ to choose proper examination methods. ⑨ to establish pleasant and confluent plate time. The procedures were as follows: we had one telephone interview to the teachers and parents of child patient every day, one face-to-face communication with the teachers, parents and classmates of child patient every week. Education strategy was regulated in time aiming to the concrete condition of child patient. Wechsler Intelligence scale was used to measure the intelligence quotient (IQ) at the beginning and end of the experiment. The changes in behavioral performance in class and playtime of patient were summed up. MAIN OUTCOME MEASURES: The measurement results of Wechsler IQ of patient at the end of the experiment. ② Changes in the behavioral performance of patient in class. ③ Changes in the behavioral performance of child patient in playtime.RESULTS: Measurement results of Wechsler IQ of patients at the end of the experiment were as follows: verbal IQ 80 points, performance IQ 110 points, full scale IQ 95 points. There was 30-point discrepancy between performance IQ and verbal IQ, and 9 points between the highest and lowest scores. The imbalance of intelligence development had turned better. ② Changes in behavioral performance in class: The child patient was basically the same as other children. He could attend a class silently, followed the teacher to learn, did not disturb class, and show his brilliance with proper style. ③ Changes in the behaviors in playtime: made friends; was interested and participated in the games of the classmates, entered the classroom when he heard the ring without the help from the teacher.CONCLUSION: After 5-month rehabilitation training, the mainstreaming status of patient with autism is significantly improved as compared with before intervention. Application of various rehabilitation-training methods can improve the education effect of patient with autism.

背景:孤独症是一种发生在婴幼时期比较严重的生长发育障碍。其基本特征为不同程度的社会交往障碍、语言发育障碍、兴趣范围狭窄和刻板重复的行为,在世界范围内有日益增高的趋势。孤独症的康复治疗仍然以教育训练为主。目的:通过案例剖析,为孤独症儿童的随班就读教育训练提供启发,为教育工作者和患儿家长提供适当的建议。设计:个案分析。单位:南京特殊教育职业技术学院康复系及南京市上新河小学。对象:孤独症患儿,男,1998-06生,于2001-02在沈阳市儿童医院被诊断为孤独症熏符合1994年美国精神障碍诊断统计手册第4版自闭症的诊断标准。方法:对孤独症患儿采用综合干预措施5个月。教育措施内容包括:①良好接受课堂学习。②课堂上展示优点。③在生活中良好运用学习内容。④建立友善情感。⑤建立良好行为和消褪异常行为。⑥提高课堂注意力。⑦训练课堂环节的理解力。⑧选择适宜的考试办法。⑨建立愉快融合的板块时间。实施过程:每天与患儿的老师、家长进行电话访谈1次,每周与老师、家长、患儿的同学进行面对面的交流1次,针对患儿的具体情况及时的调整教育策略。实验开始结束时进行全韦氏智商测定。并总结患儿课堂和课间行为表现的变化。主要观察指标:①实验结束时患儿的...

背景:孤独症是一种发生在婴幼时期比较严重的生长发育障碍。其基本特征为不同程度的社会交往障碍、语言发育障碍、兴趣范围狭窄和刻板重复的行为,在世界范围内有日益增高的趋势。孤独症的康复治疗仍然以教育训练为主。目的:通过案例剖析,为孤独症儿童的随班就读教育训练提供启发,为教育工作者和患儿家长提供适当的建议。设计:个案分析。单位:南京特殊教育职业技术学院康复系及南京市上新河小学。对象:孤独症患儿,男,1998-06生,于2001-02在沈阳市儿童医院被诊断为孤独症熏符合1994年美国精神障碍诊断统计手册第4版自闭症的诊断标准。方法:对孤独症患儿采用综合干预措施5个月。教育措施内容包括:①良好接受课堂学习。②课堂上展示优点。③在生活中良好运用学习内容。④建立友善情感。⑤建立良好行为和消褪异常行为。⑥提高课堂注意力。⑦训练课堂环节的理解力。⑧选择适宜的考试办法。⑨建立愉快融合的板块时间。实施过程:每天与患儿的老师、家长进行电话访谈1次,每周与老师、家长、患儿的同学进行面对面的交流1次,针对患儿的具体情况及时的调整教育策略。实验开始结束时进行全韦氏智商测定。并总结患儿课堂和课间行为表现的变化。主要观察指标:①实验结束时患儿的全韦氏智商测定结果。②患儿课堂行为表现的变化。③患儿课间行为表现的变化。结果:①实验结束时患儿的全韦氏智商测定结果为言语智商80分、操作智商110分、总智商95分。操作智商与言语智商相差30分,智力分项中的最高分与最低分相差9分,智力发育的不平衡现象已经有所好转。②课堂行为表现的变化:基本上可以与其他同学一样,安静听课,跟随老师的节奏学习,无扰乱课堂的行为,能以适当的方式展示自己的才华。③课间行为的变化:结交好朋友;关注参与同学的游戏;听铃声进入教室,不用老师提醒。结论押在经过5个月的康复训练后,孤独症患儿随班就读的状况比干预前有明显的改善。运用多种康复训练方法可以改善随班就读孤独症儿童的教育效果。

In this paper, the authors introduced the importance of study in mainstreaming education for hearing-impaired children, analyzed the problems in the recent situation, given some suggestion in developing this kind of work.

聋儿随班就读既是对聋儿早期康复教育效果的检验和评价,也是延续康复教育效果的有效途径。目前聋儿随班就读的整体情况依然很不乐观,相当一部分聋儿在一段时间内无法适应教学进度、无法和同学一起学习,最后不得不重新回到康复机构或聋校。本文主要分析了康复教育观念、目标和语言教学内容方面发展缓慢,幼、小衔接措施不力,康复评价需要改进和完善,后续教育跟踪服务不够等随班就读中存在的4个问题,并针对这些问题探讨相应的对策。

 
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