Research On The Construction Of The Chinese Autistic Students’ Key Competency Index System

So far,although the research on the key competencies of ordinary students has been increasingly rich,little research has focused on the key competencies of special groups,which may hinder the construction of the corresponding curriculum.In the terms its nature,the key competency is close to the educational goal at the "middle level",which connects the overall education requirements of the nation upward and the curriculum and instructional objectives downward,and is the intermediary bridge connecting the educational goal at different levels.If the key competency is absent,the fundamental educational goal of the nation will not be implemented in detail,and the curriculum goal will also lack clear guidance.The study found that there are many problems in the current school education for autistic students,including the arbitrary setting of curriculum objectives,the lack of basis for the adjustment of curriculum content,and the inability to carry out curriculum evaluation.To a large extent,these problems are due to the lack of systematic research and construction of the intermediary link of "key competency".Existing studies show that there are few systematic studies on the key competencies of autistic students in China.Therefore,it is urgent to carry out research on the key competency of autistic students aged 6-15 in compulsory education in China.To this end,this study adopts top-down and bottom-up approaches to explore a set of logical,hierarchical and practical key competency system for autistic students.This study is divided into three parts:Research one is text analysis.To extract,analyze and compare the international "Clinical Practice Guide for Students with Autism" and the domestic papers on education and intervention for autistic students,and preliminarily extract the key competency index of student.The second is questionnaire study.The key competency index in the guide and the paper were compared,and index were formed into a questionnaire.Questionnaire were sent to groups of teachers and parents to investigate their recognition of the importance of key competency for autistic students and the factors influencing their recognition.through exploratory factor analysis and confirmatory factor analysis,the key competency of autistic students in compulsory education stage are further.The third is to improve and revise research.Through two rounds of expert consultation to select and determine the key competency of autistic students,and finally construct a relatively systematic and clear key competency index system and model of autistic students.Based on the above three parts,the following conclusions are drawn:1.In the first study,the key competencies in the guidelines and papers were selected,analyzed and compared,and found that both for autistic students core high attention in the field of defects,such as communication,interpersonal and behavior,but also expanded the related defects ability’s development,including cognitive,living,feeling,games,learning,group and movement,and other fields.2.In the second study,teachers and parents were asked about the importance of key competency for autistic students.The results show that these key competencies are highly recognized by teachers and parents in China.In addition,the order of the two groups’ recognition of the importance of the first-dimension competency is survival ability,social ability and learning ability.The order of importance for the second-dimension competency is selfcare,motor development,emotional management,adolescent health,communication and interaction,group adaptation,independent living,sensory processing,cognitive development,learning quality,play and academic performance.Moreover,parents and teachers under different condition variables affect their recognition of the key competency of autistic students.3.After text,investigation and expert survey,this study finally put forward the autistic student’s key competency index system including the survival ability,learning ability,social ability of three firstly dimensions,12 secondary dimension of sensory processing,motor development,emotion management,selfcare,independent living,adolescent health,cognitive development,learning quality,academic performance,communication and interaction,group adaptation,play,as well as the dimension under74 specific index.At the end of the study,the researcher analyzed and discussed the results and make a prospect for future research.