共查询到19条相似文献，搜索用时 375 毫秒
1.
鄢秀丽 《四川教育学院学报》2006,22(12):9-10,13
儿童学习困难的问题是学校、教师、家长、学生共同关心的话题。本研究在系统地分析学习困难儿童的概念、成因、心理特点的基础上，提出学校、家长、学生“三位一体”的教育干预策略，为学习困难儿童的教育提供一定参考。 相似文献
2.
分析数学问题解题策略是提高小学数学学习困难学生解题能力的有效途径。近年来,随着信息技术和学习科学的发展,为深入分析学习困难学生解题策略提供了新方法。文章在已有学习困难研究的基础上,提出了解题策略认知模拟的方法,以小学数学"众数"问题为例,针对学习困难学生解题过程中存在的数据收集和统计策略等问题,依据小学数学问题解决认知模型,分析认知过程,编写认知程序,实现认知模拟。解题策略认知模拟有助于实现问题解决内部过程的可视化,对于设计与开发智能教学系统、构建智慧学习环境、提供有针对性的认知诊断和干预具有重要作用。 相似文献
3.
林秋娟 《厦门教育学院学报》2000,(1):11-14
随着素质教育的全面推进，学习困难学生的教育问题日益受到广泛的关注。本以学习困难学生作为研究对象，初步探究学习困难学生的心理及其成因，提出了针对学习困难学生的辅导策略。 相似文献
4.
学生学习困难问题是一个普遍存在的问题,也是教育研究的永恒课题。本文从学习困难学生的心理特征入手,对其进行成因分析,并以现代心理学理论为指导,提出了切实可行的教化策略。 相似文献
5.
学习困难学生形成的主要原因在学校,其中学习机会不均等是造成学习困难,形成学习困难学生学习成绩低下的一个重要原因。一、调查的目的意义学习困难学生问题,是学校教育普遍存在复杂而棘手的问题。它不仅直接严重影响了学校教育质量的提高,而且还将影响到整个国家教育水准和劳动者素质的提高。本课题旨在对小学学习困难学生的现状、特点作全面系统的调查,深入分析小学生早期分化的原因,以期找到小学学习困难学生的主要成因和特点,并提出相应的建议和教育对策,为第二阶段实施困难学生教育对策的实验作准备。同时,为教育界同行 相似文献
6.
刘翠娜 《乐山师范学院学报》2013,(12):111-115
近年来,我国对数学学习困难儿童的表现、诊断、认知特点等有了较多的研究,这为数学学习困难儿童的干预策略提供了基础。通过对我国数学学习困难儿童的教育干预研究进行综述,发现主要有知觉加工干预策略、工作记忆干预策略、问题表征干预策略和元记忆干预策略,并在借鉴国外数学学习困难研究的基础上,对我国未来数学学习困难的研究提供若干建议。 相似文献
7.
文章综述了数学学习困难学生的三类诊断方法(差异模式、课程本位测量和认知诊断)和三种认知干预方法(认知策略训练、元认知策略训练、认知-元认知策略训练),在此基础上分析和总结了各种诊断和干预方法的特点和问题,为数学学习困难学生的诊断和干预提供方法指导,为进一步对数学学习困难学生的研究提供借鉴。 相似文献
8.
张天义 《教学管理与教育研究》2019,(5):65-66
结合农村寄宿制小学中高段学生在数学学习中的学习心理表现,文章对学生数学学习心理成因展开了分析,并针对学生学习态度不端正、缺乏学习兴趣等问题提出了将课堂还给学生、关注学生情绪体验等策略,希望能够通过端正学生态度、激发学生学习兴趣和引导学生克服自卑心理有效开展小学数学教育。 相似文献
9.
10.
在普通小学数学课堂中,孤独症儿童的有效参与比较困难。为了使1名六年级随班就读的孤独症儿童更好参与数学课堂学习,为将来适应普通初中学习生活打下基础,针对其问题行为,通过实施前提干预策略和综合教育策略,包括功能性干预、回合实验干预、画图训练干预、类别配对干预、学习情感干预等,提高其多项能力,帮助其积极融入数学课堂。 相似文献
11.
Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities. 相似文献
12.
陆彤焜 《黑龙江教育学院学报》2013,32(3):8-10
国外教育专家很早就从不同的角度对学习困难生的成因、特征以及转化进行了研究,取得了一些成就,为新时代的＂学习困难生＂研究提供了理论基础。我国针对这一群体的出现,越来越多的教育工作者也对此进行研究分析,以寻求解决办法。前苏联著名教育理论家苏霍姆林斯基在大量实践的基础上提出了学习困难生的成因有三种,而在我国当今的教育体制下,高校学习困难生的成因有着主观和客观的两方面因素。 相似文献
13.
《Australian Journal of Learning Difficulties》2013,18(3):131-137
Abstract Proactive coping is known to be a key resource for life success by adults who have specific learning disabilities. This paper describes two programs that were trialled as part of doctoral research. These were a coping program and a teacher feedback intervention designed to increase proactive coping for adolescent students with specific learning disabilities. The coping program focused on use of proactive coping strategies, optimistic thinking and assertiveness, and was designed according to best practice for access by students who have specific learning disabilities. The teacher feedback intervention involved teacher feedback to individual students that focused on expectation of use of effort, and strategy in preference to negative rumination on poor ability. 相似文献
14.
J J Hoover 《Journal of learning disabilities》1989,22(7):452-5, 461
This article discusses an area of education for students with learning disabilities that is often neglected. The topic of study skills education, although not new to education in general, has only recently been emphasized in the literature for students with handicaps. An overview of the study skill proficiency (or lack of it) of students with learning disabilities is provided, followed by the presentation of 15 student study skill strategies designed to assist students in their use of various study skills. These strategies may be employed appropriately and effectively with many students with learning disabilities provided that individual needs and abilities are considered. The article concludes with a discussion about the implementation of a study skills program, including guidelines to follow in this process. 相似文献
15.
体育教学策略的实质就是体育教师对体育教学活动进行整体调控的预先谋划过程.教学对象不同,决定了体育教学策略的不同,特殊教育学校的学生在身心发展方面有一定的缺陷和残疾,他们的身体和心理有别于正常儿童少年.为了残疾学生的有效学习,特殊教育学校体育教学策略应符合残疾学生的特点. 相似文献
16.
Intervention research in special education tends to rely on comparisons of mean differences to determine instructional strategies that ‘work’ for students with disabilities. This reliance on mean differences obscures individual variation that is always present in educational research. This paper examines the degree to which individual variation is acknowledged in reports of intervention research published in four leading learning disabilities journals over a five-year period. It was found that, although there was considerable variance present in intervention studies published in these journals, this variability was often unacknowledged. This paper concludes with suggestions for how researchers might acknowledge variance in their research. 相似文献
17.
The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. 相似文献
18.
Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
19.
ALECIA MARIE MAGNIFICO 《教育心理学家》2013,48(3):167-184
Students with learning disabilities are more likely than other students to have problems doing homework. In this article, we describe how deficits in language, attention, memory, and organizational skills as well as in reading, writing, and math affect homework performance. We describe family and school factors that may exacerbate-or ameliorate-their problems as well as the intervention research that has included students with learning disabilities. At this point, there appears to be a huge gap between the strategies successfully applied in intervention studies and teachers' preferences for interventions, a serious issue that spills over and has a negative influence on family life. Nonetheless, an emerging area of intervention research suggests that effective efforts to improve homework completion, accuracy, and test performance may require parental involvement, peer cooperation, self-monitoring and graphing, "real-life" assignments, teachercollaborative problem solving, or all. 相似文献