摘要
假设检验CHC模式以Cattell-Horn-Carroll理论为依据,以能力—成就差异模式和干预反应模式为基础,通过提出假设并验证假设的方式,对特定学习障碍学生的一般认知能力、具体认知加工能力与学业表现进行评估,根据学生学习需求的个体差异对其进行干预。本文对检验假设CHC模式的理论基础、组成要素及其关系、操作流程进行论述,对其优势与局限性进行分析,以期为我国学习障碍评估研究提供借鉴与思路。
The Hypothesis-Testing CHC Approach（HT-CHC）,grounded in the CattellHorn-Carroll Theory and based on the ability-achievement discrepancy model and the Response to Intervention（RTI） model,aims to assess the general cognitive abilities,specific cognition processing abilities,and academic performance from students with specific learning disabilities,and intervene in their studies according to their individual differences in learning needs.This study analyzes the HT-CHC’s theoretical basis,elements and their relations,and operational process,as well as its advantages and limitations,so as to provide reference for the research into the assessment of learning disabilities in China.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第2期57-63,共7页
Chinese Journal of Special Education
基金
济南大学与济南外国语学校开元国际分校合作项目"基于个体差异的学习困难学生干预研究"(SH12022)资助
关键词
特定学习障碍
假设检验CHC模式
学习障碍评估
基于研究的替代性方法
specific learning disability hypothesis-testing CHC approach learning disability identification alternative research-based approach
