van Dijk盲聾教學策略

10.7034/SEES.201106.0052

曾怡惇

距離感 ； 盲聾 ； 教學策略 ； Distancing ； deafblind ； teaching strategies

國小特殊教育

51期（2011 / 06 / 01）

51 - 61

繁體中文

盲聾教學策略以觸覺經驗為基石，發展盲聾童與外界事物的生理、心理距離感，建立盲聾童認知記憶能力與抽象概念。van Dijk教學策略，是盲聾教學的重要理論與原理，強調盲聾童各種感官知覺於學習所扮演的角色。教師應了解盲聾童感覺經驗的輸入，是彼等認知學習、抽象概念輸出的踏腳石，並善用距離感與盲聾童學習抽象概念的關連性，發揮van Dijk教學策略於盲聾教學的原則與方法，引導盲聾童探索萬事萬物，開啟認知抽象之門。

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   連結：
2. 曾怡惇(2011)。「行事曆系統」在盲聾雙障生教學之應用。國小特殊教育，52，16-25。
   連結：
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1. 曾怡惇(2012)。藍芽盲用筆電在盲聾生母子溝通對話之個案研究。特殊教育學報，35，23-46。
2. 曾怡惇(2018)。盲聾生數學加減法教學之個案研究。特殊教育與復健學報，35，1-24。
3. 曾怡惇(2018)。台灣盲聾觸覺手語研發初探。特殊教育發展期刊，65，23-37。
4. (2022)。合併視覺困難的特殊兒童在教育支持服務上之狀況與挑戰－以參與「特殊兒童眼科示範中心」為例。特殊教育季刊，165，1-12。