摘 要
智力障碍儿童生活自理能力的培养是特殊教育领域的重要课题，对提升其生活质量和社会适应能力具有重要意义。本研究以6-12岁智力障碍儿童为研究对象，采用行动研究法和个案追踪法，系统探讨了生活自理能力培养的有效策略。研究发现，基于任务分析的阶梯式训练模式能够显著提升儿童的穿衣、进食、如厕等基本生活技能；同时，家庭-学校协同干预机制的建立对巩固训练效果具有关键作用。创新性地提出了"情境模拟-实践操作-反馈强化"的三阶段训练体系，并通过实证研究验证了其有效性。研究结果表明，个性化训练方案的制定、正向行为支持的运用以及多感官刺激的融入是提升训练效果的核心要素。本研究的理论贡献在于构建了智力障碍儿童生活自理能力培养的系统框架，实践意义体现在为特殊教育教师和家长提供了可操作性的指导方案，对促进智力障碍儿童的社会融合具有重要参考价值。
关键词：智力障碍儿童 生活自理能力 阶梯式训练模式
Abstract
The cultivation of self-care ability of children with intellectual disabilities is an important subject in the field of special education, which is of great significance to improve their quality of life and social adaptability. This study takes 6-12 years old children with intellectual disabilities as the research ob ject, adopts action research method and case tracking method, and systematically discusses the effective strategies of cultivating self-care ability. It is found that the step training mode based on task analysis can significantly improve children's basic life skills such as dressing, eating and toilet. At the same time, the establishment of home-school cooperative intervention mechanism plays a key role in consolidating the training effect. The three-stage training system of "situational simulation, practical operation and feedback reinforcement" is proposed innovatively, and its effectiveness is verified by empirical research. The results show that the development of personalized training plan, the application of positive behavioral support and the integration of multi-sensory stimulation are the core elements to improve the training effect. The theoretical contribution of this study lies in the construction of a system fr amework for the training of self-care ability of children with intellectual disabilities, and the practical significance is reflected in the provision of operable guidance programs for special education teachers and parents, which has important reference value for promoting the social integration of children with intellectual disabilities.
Keywords: Children with intellectual disabilities Self-care ability Step training mode
目 录
一、引言 1
二、智力障碍儿童生活自理能力发展特征分析 1
（一）智力障碍儿童生活自理能力的生理基础 1
（二）智力障碍儿童生活自理能力的心理特征 2
（三）智力障碍儿童生活自理能力的社会影响因素 2
三、智力障碍儿童生活自理能力培养策略构建 3
（一）基于行为分析的技能训练策略 3
（二）家庭-学校协同培养模式探索 3
（三）社区支持系统的构建与应用 4
四、智力障碍儿童生活自理能力培养实践研究 4
（一）个案干预方案设计与实施 4
（二）群体性训练项目的效果评估 5
（三）长期跟踪研究的发现与启示 5
五、结论 6
致 谢 7
参考文献 8
