Teaching Transfer Strategies to Children with Moderate Learning Difficulties

Dr David Sugden is the tutor to courses in special educational needs at the School of Education, Leeds University. Mrs Margaret Newall teaches in a special school; in 1984–5, as a research assistant at Leeds University, she took part in a study of ways to improve learning and memory in pupils with moderate learning difficulties.     

论学习困难儿童的认知策略训练

许多研究表明，学习困难儿童的主要原因在于认知策略不良。因此，教育与转化学习困难儿童，必须重视和加强认知策略的训练。首先，学习策略训练意在提高学习困难儿童学习策略使用水平，使他们形成主动的自我控制型的学习风格，有效地克服学习中的各种困难；其次，归因策略训练是针对学习困难儿童在学习成败情景中的归因倾向而设计的一种教育训练计划。通过训练增强学习困难儿童的自信心，激发他们的学习动机，达到教育的真正目的；再次，监控策略训练是学习困难儿童运用监控策略对他们的每一步认知过程进行评价与调节，最终实现满意的教育效果。     

论学习困难学生行为干预策略

学习困难学生的行为问题是与其学习问题相伴而生的,他们的认知障碍、动机障碍是与其行为障碍密切联系的。本文讨论三类课堂行为问题干预策略：（1）学习退避行为,学习退避行为实质上是习得性无能的表现,干预重点是改善其不良的自我概念,增强其自信心,引导其正确对待失败,克服自卑,同时要改变其消极的归因倾向。（2）注意缺陷多动障碍（ADHD）,相当部分的学习困难学生伴有注意缺陷多动障碍。对注意缺陷多动障碍的干预策略,一般有药物干预和心理社会干预。医院主要采取药物干预,而学校和家庭主要采用心理社会干预。心理社会干预包括：认知行为干预、父母训练、感觉统合训练等。（3）攻击性行为干预可以采用认知行为干预和内观训练。     

学困生的转化策略研究

木桶效用告诉我们,只有补上了短板才能改变水桶的容量。在学校教育教学中,因情感、智力、行为习惯等方面的原因,会出现一些学困生,我们只有认真分析这些学困生产生的原因,研究策略,对症下药,才能全面提高教育教学质量,使全体学生得到全面的发展,实现素质教育。     

数学困难儿童解题策略综述

根据特定学习情境所采用的有效的解题策略,对个体的学习效果具有重要作用,因此对数学困难儿童进行解题策略的研究很有意义.本文主要从加减法、估算、表征、元认知等几个方面对近年来数学困难儿童的策略研究进行了分析,提出了目前存在的问题,并对其发展走向进行了探讨.     

儿童假扮游戏中的认知技能发展

假扮游戏的出现、发展到成熟伴随儿童的认知发展．儿童需要具备必要的认知技能才能参与假扮游戏,与假扮游戏有关的认知技能主要包括:社会参照、解读意图、分离、符号化假扮、角色扮演等．假扮游戏与儿童认知发展是一个交互作用的过程,作用的起点是假扮行为的出现．     

Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self‐regulated Learning Strategies

The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.     

Academic Studying: The Role of Learning Strategies

The phenomena of studying in academic domains are characterized and analyzed with special reference to the role of learning strategies. Characteristics peculiar to studying for academic purposes are described, and an autonomous learning model of studying is presented. Derived from selected theory and research, the major components of the model are study outcomes, study activities, course characteristics (including the nature of criterion performance), and student characteristics. In accord with the model, four principles hypothesized as determinants of the effectiveness of studying are proposed: specificity, generativity, executive monitoring, and personal efficacy. The kinds of additional evidence needed to verify the principles are specified.     

Target Setting in Schools for Children with Severe Learning Difficulties: Headteachers' Perceptions

Dawn Male, Lecturer in Psychology and Special Needs at the Institute of Education, University of London, reports on headteachers' perceptions of the advantages of target setting and their concerns about its implementation.     

2-4年级数学困难与普通儿童数量估计能力的比较

选取二、三、四年级数学学习困难和数学学习正常的儿童共84名。采用数字线估计任务考察两类儿童数量估计能力的发展特点及差异。结果表明:(1)二年级儿童完成数字线估计任务的精确性显著低于其他两个年龄组;(2)数学困难儿童完成数字线估计任务的精确性显著低于普通儿童;(3)二年级数学困难儿童完成数字线估计任务时采用指数和线性函数进行表征,而其他年龄组儿童均采用线性表征形式。     

民族院校学生英语学习困难的应对策略

由于受到母语发音习惯以及民族思维定势作用的影响,民族院校学生出现英语学习困难。该文在对民族医学院校学生英语学习情况调查研究的基础上,提出了相应的教学策略。笔者认为,这些困难是可以通过努力来克服的。     

初中学困生情绪调节策略研究

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。     

学习障碍儿童的心理辅导策略探析

学习障碍（排除原发性学习障碍）儿童常见的心理问题主要有情绪失调、适应不良和人格发展障碍,遗传、心理和不良外部环境是导致其心理问题的主要因素,学习策略辅导、社会技能训练和提高自我意识等策略有利于对学习障碍儿童的心理问题干预。     

Teaching French in a School for Children with Moderate Learning Difficulties

Margaret Riley, who teaches at Woodside Senior School, Bolton, considers approaches to the teaching of a modern foreign language in a school for children with moderate learning difficulties.     

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

信息技术在克服英语口语学习障碍中的运用策略研究

文章首先分析我国非英语专业大学生口语学习的主要障碍,指出口语学习的主要障碍有心理障碍和思维障碍。接着分析造成这些障碍的主要因素,认为既有主观因素也有客观因素。最后提出和探讨了应用信息技术克服大学英语口语学习障碍的四个学习策略。     

数学学习困难学生数学技能干预效果的元分析

探索干预对提升数学学习困难学生数学学业表现的有效性及其调节因素.通过系统检索文献获得纳入符合标准的30篇文献,应用CMA2.0软件进行元分析,并检验被试特征、干预方案、干预目标、干预方法的调节效应.随机效应模型表明数学干预对数困生数学表现的合并效应量Hedges'g为0.438(p＜0.001),对数困生干预效果呈中等...     

小学班主任转化学困生的策略

在小学教育教学中,如何转化学困生一直是学校、教师最关注的话题。文章从班主任的角度对学困生的成因及其转化策略展开论述,以资借鉴。