学习困难问题的回顾及其干预措施的发展与展望.pdfVIP

摘 要 本文回顾了学习困难定义的演变修改和学习困难的研究发展历程。学习困难 定义迄今为止经历了五次重大修改。国外学习困难的研究发展历程分为:奠基期、 转移期、统整期和当代期。国内学习困难的研究发展历程分为:发展期、奠定期 和质变期。 国外研究者对学习困难类型的分类以柯克和 Mckinney 的分类为代表,而国 内研究者对学习困难类型的分类主要以刘少文、孙静、陈云英、张舒哲、吴增强 和张雨青为代表,他们分别根据自己的研究成果提出了不同的学习困难类型。而 学习困难的诊断标准主要分为两类:学业成绩标准和量表诊断标准。 学习困难的影响因素主要包括:生理因素、智力和非智力因素以及外界环境 的因素。关于学习困难,学者们还在记忆、信息加工速度、元认知、注意缺陷、 行为障碍和社会认知等方面开展了大量实证研究。 本文还回顾了干预措施的研究历程、分类和趋势,并总结了以往研究中存在 的不足,对将来的学习困难的研究趋势做出预测和展望。 本文把已有的干预措施分为教育学干预措施、心理学干预措施和综合干预措 施。而综合干预措施是现今研究的重点和今后研究的趋势。 本文指出了以往研究的不足: (1)学习困难至今尚没有一个统一的,令人信 服的界定标准,其定义也缺乏可操作性;(2)现有的很多研究已经探讨了与学 习困难有关的影响因素,然而不能确定这些因素与学习困难之间是否真正存在因 果联系;如果有因果联系,这些因素是如何导致学习困难的也不清楚。(3)缺 乏对已有干预措施使用范围的科学界定和规范。本文最后对将来的学习困难的研 究趋势做出了预测和展望。 关键词: 学习困难;原因;干预措施; ABSTRACT The evolution and modification of the definition of learning difficulties and the progress of the learning difficulties research have been reviewed in this paperLearning difficulties definition experienced five major revisions to this day. The learning difficulties study course abroad can be divided into: based period、 transfer period、integrate period and contemporary period. The learning difficulties’ study course domestically can be divided into: development period、 based period and qualitative periodThe classification of the learning difficulties’ types by foreign researchers was represented by Kirk and Mckinney’s classification, while the classification of the learning difficulties’ types by domestic researchers was represented by Shaowen Liu、 Jing Sun、 Yunying Chen、 Shuzhe Zhang、 Zengqiang Wu and Yuqing Zhang’s studies, respectively, they put forward different learning difficulties types according to their own studies. The diagnostic criteria of learning difficulties can be mainly divided into two kinds: study achievement criteria and scale diagnostic criteriaThe influence factors of learning difficulties mainly include: physiological factors、intellectual and non-intellectual factors and the environmental factors. Researchers also carried out plenty of empirical