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1.
学困生是目前中小学教育中客观存在的一个群体,学困生的学习特点深刻影响着班主任的施教行为。着眼于施教者的学困生研究,更有助于认识造成学困生的客观因素。本项研究旨在对上海某公立初中学校担任过班主任的教师对学困生情感投注的心理机制研究,认识班主任隐性的教育行为模式,帮助教师改进、提高与学生的交往能力,促进学困生健康成长。 相似文献
2.
Elizabeth A. Nowicki 《International Journal of Disability, Development & Education》2007,54(4):417-428
Beliefs about learning and physical difficulties were explored in 50 younger children (M = 5.6, SD = 1.0 years) and 50 older children (M = 9.5, SD = 1.1 years). Participants were asked why they thought some children had learning or physical difficulties and whether children with these difficulties would always have them. The majority of older children were able to generate one or more ideas about the causes of learning and physical difficulties, but 58% of the younger children did not know the causes of learning difficulties and 42% did not know the causes of physical difficulties. Younger and older children thought that learning difficulties could be overcome with increased effort on the part of parents, teachers, and child, whereas physical difficulties were believed to be beyond anyone’s control. Results suggest that some aspects of children’s knowledge about causes and outcomes of learning and physical difficulties are limited. Research is needed to determine whether beliefs and misconceptions about learning and physical difficulties are associated with the quantity and quality of interpersonal interactions, and to determine the sources of children’s information as well as the accuracy of these sources. 相似文献
3.
刘桂娥 《廊坊师范学院学报》2011,27(2):97-100
高中新课程改革实施过程中还存在种种问题,遇到很多障碍。主要有心理障碍、制度障碍、操作障碍。心理障碍,来源于新课程实施者在实践过程中遇到的矛盾和心理压力;制度障碍,主要是课程管理体制和课程评价机制的不完善;操作障碍,主要是新旧课程判定标准的模糊,经验借鉴与个性创新的矛盾,教师素质对实施效果的影响和硬件设施与软件质量的分布不均。只有解决了这些问题才能达到新课程改革的良好效果。 相似文献
4.
Identifying the challenges and opportunities to meet the needs of children with speech,language and communication difficulties 
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下载免费PDF全文 The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children's needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties, while levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required. 相似文献
5.
采用心理健康诊断测验对641名初中生进行调查,包括学困生290名,普通生351名。结果表明：（1）学困生在学习焦虑、对人焦虑、过敏倾向和冲动倾向4个方面的心理健康状况比普通生差;（2）学困男生在学习焦虑、恐怖倾向和冲动倾向3个方面的表现比学困女生好;（3）学困生心理健康状况的年级差异不显著。针对学困生心理健康水平的现状,应结合学生本人、教师和家庭这三个不同的群体对其心理健康进行有效的干预,以提高他们的心理健康水平。 相似文献
6.
近年来,在校经济困难生的数量和比例不断扩大。经济困难生的家庭经济问题对其在校和谐生活产生了不可忽略的影响。为了解经济困难生在校生活状况及影响因素,笔者对部分经济困难生进行了问卷调查,对其影响因素做了一定的分析,并针对性地提出相应的举措。 相似文献
7.
通过问卷调查法对乐山市207名初中学困生和149名非学困生进行情绪调节策略的比较研究,发现学困生特质焦虑水平总体高于非学困生,主观情绪体验主效应显著;在情绪调节的重新评价维度,非学困生显著高于学困生,男生显著高于女生。 相似文献
8.
Holly L. Stack‐Cutler Rauno K. Parrila Minna Torppa 《Learning disabilities research & practice》2016,31(1):45-55
We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self‐reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the number of comorbid difficulties in addition to reading difficulty, life satisfaction, and academic achievement (grade point average). Results supported a main effect model in which the number of comorbid difficulties and social, but not community, support predicted life satisfaction. Social and community support did not moderate the relationship between the number of comorbid difficulties and life satisfaction, lending no support to the buffering effect hypothesis. However, a mediation model showed that social support partially mediated the relationship between the number of comorbid difficulties and life satisfaction. Academic achievement did not correlate with any included variable. 相似文献
9.
The aim of the present study was to evaluate, using structural equation modeling, a theoretical model in which dissociation is a core process mediating the relationship between childhood sexual abuse (CSA) and internalizing, externalizing, and sexualized behaviour difficulties in children. A total of 290 children aged 2–12 participated in this study in Québec, Canada from 1998 to 2004, including 138 children with histories of CSA and 152 non-abused children. To assess child dissociative symptoms, internalizing and externalizing difficulties, as well as sexualized behaviour difficulties, the Child Dissociative Checklist, the Child Behaviour Checklist and the Child Sexualized Behaviour Inventory were completed by parents. Dissociation mediated the relationship between CSA and internalizing, externalizing, and sexualized behaviour difficulties, with the model explaining respectively 42.5%, 49.9% and 33.9% of the variance of these difficulties. Findings are consistent with a model where dissociation is a common pathway linking CSA and child psycho-sexual difficulties. 相似文献
10.
Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
11.
为探讨情绪调节困难在无法忍受不确定性与抑郁倾向间的中介作用和调节作用。采用无法忍受不确定性量表、情绪调节困难量表和抑郁量表测量500名大学生,随后检验各量表之间的相关系数,以及情绪调节困难在无法忍受不确定性与抑郁间的中介和调节作用。结果发现:无法忍受不确定性、情绪调节困难都与抑郁呈显著正相关;情绪调节困难在无法忍受不确定性和抑郁间起部分中介作用而非调节作用。 无法忍受不确定性不仅能直接影响抑郁,还能通过情绪调节困难的中介作用间接影响抑郁。 相似文献
12.
充分了解和挖掘家庭经济困难学生真实的发展型需求是满足其对美好生活向往的前提和基础。文章基于全国16所高校45名家庭经济困难学生深度访谈,以NVivo12.0为研究工具,运用扎根理论方法,对家庭经济困难学生发展型需求进行质性分析,发现家庭经济困难学生有学业成就、社会融入和心灵归属等三大核心需求和12个子需求,在此基础上构建家庭经济困难学生发展型需求模型,提出家庭经济困难学生可通过投资和提高智力资本、积累和维护社会资本、开发和培育心理资本来满足和超越发展型需求,彻底摆脱贫困。 相似文献
13.
高中阶段的数学学习对学生的记忆能力、逻辑推理能力和空间想象能力要求较高,很容易出现学困生。教师应根据学困生形成的原因,指导学困生正确学习,善于发现学困生的闪光点,创设情境辅助教学,重视分层教学,激发数学学困生的学习兴趣,使他们顺利实现转化,提高数学素养。 相似文献
14.
刘春香 《天津职业院校联合学报》2014,(9):54-57
真正达到课堂教学的理想效果,促进全体学生的发展,还要揭开＂学困生＂这个＂结＂。对职校计算机＂学困生＂的成因作深入探究,并提出转化＂学困生＂的一些有效性策略。教师对学困生怀着真诚的爱,充分尊重、信任学困生,善于发掘学困生的闪光点,持之以恒、常抓不懈,就能找到启迪学困生心灵的金钥匙,使他们不断进步,成为健康、蓬勃发展的一代新人。 相似文献
15.
学习困难儿童观看图片的眼动研究 总被引：2，自引：0，他引：2
本文探讨了学习困难儿童(学困儿童)观看图片过程的认知加工及眼动特性。要求被试观看图片后回答相关问题,并对观看过程中的眼动情况进行记录。结果发现,与学习优秀儿童、学习一般儿童相比,学困儿童提取图片信息的效率低,完成认知任务的质量差;在眼动参数上,学困儿童的注视次数多,眼跳距离小,与其他两组儿童相比差异显著。结果提示,学困儿童认知加工效率低与眼动模式差关系密切。 相似文献
16.
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education. 相似文献
17.
This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self-belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support. 相似文献
18.
马克思主义中国化的实质在于使中国的发展与社会主义实现良性互动。当中国社会的发展又一次进入“关键时期”的时候,马克思主义中国化的历史进程遇到了诸多困境。和谐社会理论正是从社会主义与中国发展实现良性互动的视角,在突破目前我国发展的现实困境中赋予了马克思主义中国化新的具体内容,在突破社会主义价值诉求“具体化”的困境中指出了马克思主义中国化的现实途径,在突破当代世界和平与发展的困境中彰显了马克思主义中国化的时代意义。 相似文献
19.
学困生的成因可以从教师、学生、家长三个方面进行分析,数学教师要重视数学学困生的转化工作。一是让学困生正确认识自己,二是用爱的教育感化学困生,三是优化课堂教学,四是督促家长树立正确的育人意识,五是开展"手拉手"帮扶活动,切实构建和谐高效课堂,促进学困生转化。 相似文献
20.
THE FIELD of reading difficulties has been dominated by ideas which predate the revolution in literacy research which has occurred during the past two decades. Furthermore, reading difficulties has been locked into special education by the inclusion of the learning disability category in the US PL 94‐142. This review attempts a brief review of non‐North American ideas about reading difficulties to identify the contributions of regular and special education to this field. The implications of research on literacy acquisition are considered. The consequences of regarding reading difficulties as a ‘Matthew effect’ include the urgent need to prevent reading failure. One important attempt to do this is Reading Recovery, a program now used in Australia and the United States as well as New Zealand. The potential of a Vygotskian perspective on assessment and teaching for children experiencing reading difficulties is outlined. 相似文献