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孤独症谱系障碍(ASD)儿童在融合教育环境中常面临社交回避与课堂参与度低的困境，教育机器人为提升其课堂参与度提供了可能。文章通过分析教育机器人促进ASD儿童课堂参与的类型谱系和应用场景，揭示其提升ASD儿童课堂参与的理论逻辑，并构建了从“个体中介”到“人际中介”再到“生态化融合”的师-生-机协同演进理路。研究指出，未来应推动干预方式由工具性辅助向生态化融合转变，建立校家协同的教育机器人应用标准化协议，并探索构建本土情境嵌入的混合智能特殊教育干预模式。
Abstract：Children with autism spectrum disorder(ASD) often face challenges such as social withdrawal and low classroom engagement, especially in inclusive education scenario. Educational robots provide new possibilities for enhancing classroom engagement. Therefore, through analyzing the typology and application scenarios of educational robots in promoting classroom engagement among autistic children, this research aims to reveal the theoretical mechanisms. It further constructs a teacher-student-robot collaborative pathway, that evolved from “individual mediation” to “interpersonal mediation” and finally to “ecological integration.” The study suggests that future efforts should be made to convert intervention approaches from instrumental support toward systematic ecological system design, which includes establishing standardized protocols school-family collaboration, and exploring the special education intervention modes which adapt local contexts and fused with intelligence.
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基本信息:
DOI：10.13927/j.cnki.yuan.20260430.004
中图分类号:G76;G434
引用信息:
[1]蒋艳双,张一鸣,陈莺,等.教育机器人促进孤独症谱系障碍儿童课堂参与的应用场景、理论逻辑与实践理路[J].现代远距离教育,2026,No.223(01):68-77.DOI:10.13927/j.cnki.yuan.20260430.004.
基金信息:
国家社会科学基金教育学青年课题“人机协同教学中孤独症儿童课堂参与度的多模态评估及提升策略研究”(编号：CCA240259)
2026-04-30
2026-04-30
2026-04-30