课堂是特殊教育高质量发展的主阵地，面对培智学生突出的语言障碍问题，培智学校需要潜心思考如何通过针对性的教育康复支持来促进其语言发展。作为一门语言学习的课程，生活语文课堂应训练和培养培智学生的语言运用能力。然而，部分无/少口语的培智学生难以向授课教师发起并完成课堂互动，使得以口语互动为主的生活语文课堂仅服务于部分有口语的学生，未保障全体学生的受教育权利，教师应探索一种能够覆盖全体学生且能有效提高课堂参与的师生沟通互动方式。而辅助沟通系统（AAC）是一种循证实践的干预方法，它能够扩大和替代沟通从而促进特殊儿童沟通互动的发展，为解决生活语文课堂师生互动困境提供一种可能。

基于此，研究者与合作教师展开了AAC在生活语文课堂中应用的行动研究，以成都市某培智学校——L特校四年级小太阳班的12名学生为研究对象，通过观察、访谈等确定AAC支持对象、适配AAC沟通辅具，并进行AAC进课的适应与探索、AAC应用模式的探索、AAC应用模式的确定三个阶段的行动研究。

在AAC介入后，生活语文课堂师生互动状况发生了改变，学生课堂参与度有所提高，无/少口语学生改变状况尤其明显，研究最终总结出AAC在生活语文课堂的应用模式。这种模式以合作教学为前提，包括寻找AAC支持对象与合作者、设计与准备、教学实施与AAC应用，评价反馈四个流程。

本研究聚焦课堂教学存在的问题，探讨囊括符号、辅具、方法或策略、技术的AAC系统如何支持培智学校教育，可为AAC的本土化实践与教康结合提供一定参考。建议提供AAC全课堂支持，建立AAC课程共享资源库，建立助教陪读制度，继续AAC本土化研究与实践，推广生活语文课堂中的AAC应用模式。

Facing the prominent language impairment problem of students in special schools for mental retardation, schools need to think intently about how to promote their language development by providing relevant rehabilitation education supports in class which is an important position for high-quality development of special education. As a language learning course, students’ communicative competence should be trained and developed in the life-oriented Chinese class. However, some students with little or no spoken language have difficulties in initiating and completing interactions with the teacher during the class. It seems that only students with spoken language can be served in life-oriented Chinese class and the rights to education for other students are not guaranteed. So teachers should explore a way which can cover all students and improve class participation of communication and interaction effectively between teachers and students. Augmentative and Alternative Communication (AAC) is an evidence-based intervention that can expand and replace communication to facilitate the development of communication and interaction with children with special needs, offering a possible solution to the dilemma of student-teacher interaction in the life-oriented Chinese class.

According to the background, the researcher and the cooperating teachers conducted an action research on the application of AAC in the life-oriented Chinese class. This researcher has been conducted in three phases in Little Sun class which is a class of fourth grade in a special school for mental retardation in Chengdu and 12 students selected are the subjects. By using the methods of observation and interviewing, they identify the participations who need the supports of AAC and make AAC communication aids for them. To examine the efficiency, they apply these aids into the life-oriented Chinese class and make some adjustments, then they do some explorations and fixed the model of AAC application consisting of three phases of this action research.

After the AAC intervention, the interaction between teachers and students in the life-oriented Chinese class changed, and students' participation in the class improved, especially for the non-/low-spoken students. The study finally concluded the application model of AAC in the life-oriented Chinese class. This model is based on the premise of cooperative teaching and includes four processes: finding AAC support targets and collaborators, design and preparation, teaching and AAC application, and evaluation and feedback.

This study focuses on the problems of teaching and learning, and explores how the AAC system, which encompasses symbols, aids, methods or strategies, and technologies, can support education in special schools for mental retardation, which can provide some reference for the localized practice of AAC and the integration of teaching and recreation. It is recommended to provide AAC whole-class support, establish a shared resource base of AAC curriculum, establish a teaching assistant chaperone system, continue AAC localization research and practice, and promote the AAC application model in the life-oriented Chinese class.