中国听力语言康复科学杂志2026，Vol.24Issue(5)：464-471,8.DOI:10.3969/j.issn.1672-4933.2026.05.004
基于协同学序参量的孤独症谱系障碍学生融合教育课堂协同机制实证研究
Empirical Investigation into Synergy Mechanism in Inclusive Classrooms for Students with Autism Spectrum Disorder Based on Synergetic Order Parameters
摘要
Abstract
Objective Effective synergy in inclusive classrooms remains a core challenge in current practice.This study applied order parameter theory in synergetics to classroom synergy in inclusive education for students with autism spectrum disorder(ASD),developed a classroom synergy state-parameter system based on the context-input-process-output(CIPO)model,and identified the order parameters of classroom synergy,with the aim of reducing its complexity and improving its efficiency.Methods Necessary condition analysis(NCA)was conducted using 16 inclusive classroom sessions involving students with ASD as the units of analysis.Data were collected using a classroom synergy questionnaire and a classroom observation form.Necessary conditions were identified on the basis of effect sizes and the statistical significance of permutation tests,followed by bottleneck analysis.Results Environmental synergy was the only order parameter that placed significant necessary constraints on the three process-oriented outcomes:classroom engagement,behavioral adaptation,and social interaction.Content synergy,as a specialized order parameter,specifically constrained goal attainment,whereas interactional synergy,as a supplementary order parameter,provided an additional necessary constraint on behavioral adaptation only.Bottleneck analysis showed that environmental synergy imposed stepwise constraints and could therefore be developed in phases;content synergy,teacher competence,and instructional time constituted a set of mutually non-substitutable conditions;and the classroom environment exhibited an"all-or-nothing"pattern.Conclusion Classroom synergy in inclusive education for students with ASD was characterized by environmental synergy playing a dominant role,content synergy serving a specialized function,and interactional synergy providing supplementary support.Accordingly,the following practical sequence was proposed:configure the classroom environment before class,provide support in phases during class,and concentrate resources when pursuing high levels of goal attainment.These findings provide a pathway that may be low-cost and replicable for resource-limited inclusive education settings and empirical support for applying order parameter theory in synergetics to inclusive education.关键词
孤独症谱系障碍/融合教育/课堂协同机制/协同学/序参量Key words
Autism spectrum disorder/Inclusive education/Classroom synergy mechanism/Synergetics/Order parameters分类
社会科学引用本文复制引用
郭伟森,樊荣慧,王艾琳,张司晨,张宁,王昕,李辰辰,姚兰..基于协同学序参量的孤独症谱系障碍学生融合教育课堂协同机制实证研究[J].中国听力语言康复科学杂志,2026,24(5):464-471,8.基金项目
国家特殊教育改革实验区(北京市西城区)教育康复与学生发展支持研究项目"融合教育课堂课程与教学协同机制及其实践路径研究"(XCERSD-202603) （北京市西城区）
