THỰC TRẠNG VÀ ĐỀ XUẤT QUY TRÌNH SỬ DỤNG VIDEO LÀM MẪU GIÁO DỤC KĨ NĂNG KẾT BẠN CHO THIẾU NIÊN RỐI LOẠN PHỔ TỰ KỈ

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Tác giả: Thị Thảo Đỗ, Thị Hiền Lê, Hoài Thương Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục, 2020

Mô tả vật lý: tr.109

Bộ sưu tập: Metadata

ID: 328318

Thêm vào giỏ Liên kết toàn văn

Sử dụng video làm mẫu trong quá trình giáo dục kĩ năng kết bạn (KNKB) cho thiếu niên rối loạn phổ tự kỉ (RLPTK) mang lại nhiều hiệu quả tích cực: giúp các em nhận biết các bước thực hiện kĩ năng, khái quát và tăng khả năng vận dụng kĩ năng trong thực tế cuộc sống. Bài báo tiến hành khảo sát trên trên 125 giáo viên, 101 cha mẹ nhằm khái quát thực trạng nhận thức của giáo viên và cha mẹ về mức độ cần thiết, ý nghĩa, các bước sử dụng, thuận lợi, khó khăn trong quá trình sử dụng video làm mẫu cho thiếu niên RLPTK. Trên cơ sở đó đề xuất quy trình sử dụng video làm mẫu gồm 3 giai đoạn: (1) Giai đoạn 1: Định hướng xem video
(2) Giai đoạn 2: Sử dụng video
(3) Giai đoạn 3: Kết luận và thực hành. Cần có sự phối hợp đồng bộ giữa các lực lượng và chuẩn bị CSVC kĩ thuật để quá trình giáo dục KNKB cho thiếu niên RLPTK đạt hiệu quả tốt nhất.Using videos as a model in the process of educating how to make friends for adolescents with autism spectrum disorders has a number of benefits: assist them in recognizing the processes necessary to put skills into practice, generalize, and improve their ability to apply skills in real-life situations. In order to generalize the current state of knowledge of teachers and parents about the level of necessity, meaning, steps to use, advantages, and challenges in the process of using video as a model for adolescents with ASD, the paper conducts a survey on 125 teachers and 101 parents. On this foundation, a three-stage procedure for using video as a model is proposed: (1) Stage 1: Getting ready to watch video
(2) Stage 2: Using video
(3) Stage 3: Wrapping up and practicing. For the most effective education process of life skills education for adolescents with ASD, it is vital to have synchronous coordination between forces and to build technological basis.

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