学习不良儿童自我概念研究综述

学习不良儿童自我概念的研究是当前学习不良儿童社会性发展的一个重要研究领域。综述主要围绕学习不良儿童自我概念的特点、影响因素、功能和干预展开。文末还指出了研究中存在的问题和未来研究的发展趋势。     

针对学习不良儿童的元认知教育干预

元认知对于学习不良儿童提高学业成绩具有重要意义。本文通过剖析元认知能力与学业成绩之间的关系,深入探讨学习不良儿童的元认知特点,并就如何对学习不良儿童进行教育干预提出见解。     

学习不良学生的社会性发展及其干预

儿童学习不良的问题是学校，教师、家长、学生共同关心的话题。在系统分析学习不良儿童的社会交往，自我概念，社会行为等特点的基础上，提出了对学习困难儿童进行归因训练和心理辅导的教育策略。     

学习不良儿童信息加工特点和影响因素研究

根据学习不良儿童筛选标准 ,采用认知研究范式 ,运用自然实验法和教育实验法 ,以及量表法和访谈法等 ,对 1 2 2名学习不良儿童信息加工特点和影响因素进行了实证研究 ,同时通过个案研究和调查研究进行了定性分析。研究结果表明 ,学习不良儿童属于异质群体 ,其实质在于信息加工存在缺陷 ,且可以从一般信息加工或基本心理过程障碍和社会信息加工过程障碍 ,来研究其学业和社会性困难的心理机制。这可以为制定科学的学习不良儿童干预和矫治方案提供心理学依据。     

儿童数学学习不良的回顾和展望

数学学习不良日益成为学习不良研究的新热点,在总结近年来儿童数学学习不良研究成果的基础上,从数学学习不良的概念认识、诊断鉴定模型、认知特点等方面进行述评,最后根据已有研究成果对成人学习不良的研究提出未来研究要解决的问题.     

学校心理学与学习不良儿童

学校心理学研究５～１８岁身心有缺陷和学习困难的“问题”儿童与青少年，学习不良儿童是其研究的主要对象之一。学校心理学的发展为学习不良儿童的研究方法，学习不良儿童的评价、鉴别、诊断，学习不良儿童的心理和行为特征，以及教育干预措施等方面作出了重要贡献     

学习不良儿童的孤独感及其相关因素研究

目的:探讨学习不良儿童孤独感状况及其影响因素。方法:采用儿童孤独感量表、社会支持问卷、应对方式问卷和EPQ量表分别对96名学习不良儿童和102名一般儿童进行调查。结果:学习不良儿童孤独感得分高于一般儿童孤独感得分(t=3.02 P<0.01);学习不良儿童社会支持量表总分及各因子分均低于一般儿童(P<0.01);应对方式问卷的消极应对因子分及EPQ的精神质、神经质显著多于一般儿童(P<0.01)。相关分析表明:消极应对、社会支持及神经质个性是影响学习不良儿童孤独感的主要因素。结论:重视提高学习不良儿童的心理健康水平,减轻其孤独感。     

学业不良儿童家庭教育资源研究

运用自编问卷,考察130名学业不良儿童与788名一般儿童在家庭主客观教育资源上的异同。结果表明,学业不良儿童的家庭教育资源在家长受教育水平、家长期望值、家庭学习氛围方面显著低于一般儿童,学业不良儿童家长提供的学业支持存在不同于一般儿童的特点。文章分析了造成学业不良儿童家庭教育资源不足的可能成因并提出了相应的教育建议。     

我国学习不良儿童社会性发展研究综述

学习不良是指个体的实际学业成就与根据其智力潜能期望达到的学业成绩之间的差异,这种差异达到一定标准时就是学习不良。我国对学习不良儿童社会性发展的研究主要从其社会认知、社会行为与相关因素三个方面来探讨学习不良儿童社会性发展的内在机制、特点及影响因素。本文总结了国内这方面的相关研究,以便理清思路,为今后的研究提供借鉴。     

学习不良儿童研究综述

对学习不良最早的正式界定出自Kirkl962年。自20世纪80年代以来我国对于学习不良儿童的研究日益增多,学习不良儿童的教育问题受到广泛关注。我国对学习不良儿童影响因素的研究涉及的因素很多,如社会因素、家庭因素和个体因素等。国内研究者从智力结构、社会适应水平、家庭因素、自我概念等角度探讨儿童学习不良的问题。     

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.     

流浪儿童的性格与行为特点研究

本研究以235名男生（其中流浪儿童75名，流动儿童88名，处境正常儿童72名）为被试，采用问卷法，通过流浪儿童与流动儿童及处境正常儿童在性格和行为各重要指标上的比较来分析流浪儿童的性格和行为特点。结果表明：（1）与流动儿童及处境正常儿童相比，流浪儿童的自控能力、自我概念水平较低，享乐取向和潜在犯罪倾向较高，更倾向于外部归因；（2）流浪儿童的依赖、焦虑、退缩、冲动、夸大等行为更多，更具攻击倾向。     

解构与建构:走向“独立”的儿童身体观

儿童身体观是社会大众对儿童身体的总体认知。儿童身体观直接影响儿童身体地位,作用于儿童身体锻炼方法与过程。通过解构儿童身体观,分析儿童身体与儿童、教育、社会三者的关系,批判目前儿童身心二元论的身体观,并且以现象学为切入点,重新建构儿童独立身体观。儿童身体是儿童存在于世界上的基本形式,应树立以下三方面独立儿童观:一是儿童身体是“流动的身体”,身体锻炼需全面化;二是儿童身体是“发展的身体”,儿童身体研究需科学化;三是儿童身体是“在场的身体”,儿童游戏活动情境设计需自然化。     

流动对儿童意味着什么——对一项心理学研究的再思考

作为一个社会处境不利群体,流动儿童问题倍受关注也倍受争议。本研究从认知和人格两个角度来探讨流动儿童心理发展现状,结果发现:流动儿童的创造力水平与城市儿童无差异,显著高于农村儿童;流动儿童的自尊水平同农村儿童无差异,并显著低于城市儿童;流动带来的家庭环境和教育环境的变化对儿童心理发展具有重要意义。     

A comparative study of children's attitudes towards deaf children,children in wheelchairs and blind children in Greece and in the UK

This comparative study explores the attitudes of children towards deaf children, children in wheelchairs and blind children in Greece and in the UK. A total of 463 children participated in this study, with 229 children from Greece and 234 children from the UK, in the fifth and sixth grades in primary schools. The views of the children were elicited with the use of an attitude scale. The roles of prior contact and current contact were examined. Results indicated that all children were positive towards the three categories of children and that girls were more positive than boys. Comparative findings showed that children's attitudes in the two countries differed in several ways. Children in Greece were more positive than children in the UK. However, children attending schools with special education units in Greece held more negative attitudes than children attending schools with special education units in the UK. Also, children in Greece who had prior contact with deaf children were less favourable towards deaf children compared with children in the UK. Furthermore, the results indicated that children held positive attitudes at a superficial level, expressing mostly social and emotional concern, and not a willingness to interact with these children. The findings stimulate a discussion regarding the impact of sociocultural characteristics upon children's attitudes towards children with special educational needs.     

A comparison of social skills in Turkish children with visual impairments,children with intellectual impairments and typically developing children

The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments attending segregated special education schools, and typically developing children. A hundred and sixty-nine children aged from 7 to 12 participated in the study. The children's social skills were rated by their teachers on the Social Skills Rating System (SSRS) – Turkish Form. The results suggested significant group differences between children attending inclusive education schools and children attending special education schools. Analysis of the findings indicated that children with visual impairments and children with intellectual impairments had poorer social skills than typically developing children; however children with visual impairments and children with intellectual impairments attending inclusive education schools had higher social skills than children attending segregated special education schools. The findings of the study were discussed and suggestions for future research were provided.     

论卢梭的儿童教育观

卢梭的儿童观给现代教育以重要启示:尊重儿童、解放儿童。解放儿童应从四个方面着手:让儿童主动探索学习,让儿童创造性地学习,把儿童从传统的师生关系束缚中解放出来,把儿童从家庭、教师和社会所寄予的沉重期望中解放出来。     

“荧惑说”与“童子之情”——从童谣的历史变迁透析传统儿童观和儿童教育观

传统社会视儿童为“小大人”或成人的附庸,这种儿童观深刻影响了童谣与儿童的关系。童谣自诞生之日起即与政治生活缠杂不清,远离儿童。王阳明提出儿童教育当顺应“童子之情”后,童谣才见转折,开始贴近儿童和儿童生活。清末时,在“西学东渐”浪潮的冲击下,传统儿童教育踏入近代的门槛。而就在这一时期,涌现出了大量真正意义上的童谣集。故此,童谣发展的历史恰好清晰地反映了传统儿童观和儿童教育观变化的历史。     

留守儿童心理健康状况及影响因素研究

为了探讨留守儿童心理健康状况及影响因素,采用自编的留守儿童的基本情况调查表和心理健康诊断测验(MHT)对467名留守儿童和341名非留守儿童进行问卷调查。结果显示:留守儿童在对人焦虑、孤独倾向、过敏倾向和冲动倾向上与非留守儿童存在显著的差异(P<0.01),在学习焦虑和身体症状上与非留守儿童差异比较显著(P<0.05);是否与兄弟姐妹生活在一起、留守儿童的年级、代养人类型、父母外出时间长短、留守儿童的性别对留守儿童的心理健康水平有一定的预测作用(R2=0.382)。从而得出结论:留守儿童的整体心理健康状况低于非留守儿童;影响留守儿童的心理健康水平的因素有:是否与兄弟姐妹生活在一起、年级、代养人类型、父母外出时间长短及性别。     

积极愉悦：让游戏回归幼儿立场

游戏是幼儿最基本的活动方式,幼儿游戏应该从幼儿出发,树立游戏的幼儿立场。然而,现在的幼儿教育实践中却普遍存着游戏的非幼儿立场：“为了教学而游戏”“为了游戏而游戏”。文章通过对这两类游戏立场的批判,认为积极愉悦是幼儿立场的应有之义,并提出了游戏幼儿立场的实现路径。