摘要
目的:探讨化学学习困难学生的心理机制及其干预方法,揭示学习过程中的消极条件性情绪是导致化学学习困难的关键原因。方法:本研究采用元认知干预技术并结合观察法、谈话法对一名化学学习困难的高中生进行诊断与临床干预。结果:来访者接受12天共8次,每次1.5小时的临床干预。干预前与干预后共8次成绩进行Mann-Whitney检验,结果显示干预前后得分差异显著。结论:证明元认知干预技术是解决学生化学学习困难的有效方法。
Objective：to explore the psychological mechanism and intervention of Learning Disability. The primary reason of Learning Difficulty is negative condition Conditioned Emotion. Methods：to adopt the method of Conditioned Emotional Intervention,to combine with observation and interview,diagnosis and clinical intervention was made a high school student who had a problem of Chemistry learning behavior disorder. Results：this study carried out 8 times,each 1.5 hours of clinical intervention in 12 days. The Mann-Whitney test result before and after the intervention was carried out to show a significant difference before and after intervention. Conclusion：the CEI was proved effectively to solve the Chemistry learning behavioral disorders of the high-students.
出处
《吉林省教育学院学报》
2010年第11期80-82,共3页
Journal of Jilin Provincial Institute of Education
关键词
高中生化学学习困难
条件性情绪反射
放松训练
程序性知识
high school chemistry of learning disability
conditioned emotional reflection
relaxation training
procedural knowledge
