综合干预对学习困难学生学习成绩的影响  

Study of integrated intervention on adolescents with learning difficulties

作　　者：林国珍[1] 徐旭东[1] 金武官[1] 沈翔慧[1] 史以珏[1] 

机构地区：[1]上海交通大学医学院附属瑞金医院,上海200025

出　　处：《中华行为医学与脑科学杂志》2010年第3期251-253,共3页Chinese Journal of Behavioral Medicine and Brain Science

基　　金：上海市卫生局课题（2006037）

摘　　要：目的探讨综合于预对学习困难学生学习成绩影响的研究。方法对符合学习困难人组标准的158例青少年进行为期6个月的综合干预干预前后分别采用家庭环境量表（FES—CV）、临床症状自评量表（SCL-90）、YG性格测试量表、中学生学习适应量表（AAT）进行评定及学习成绩评估。结果综合干预后，学习困难学生学习成绩有所提高，语、数、外成绩：12％的学习困难学生有较明显的提高（提高7％～12％），有69％的学习困难学生有所提高（提高1％～6％），临床症状自评量表中抑郁评分[分别为（2．25±0．72）分，（1．94±0．67）分]明显降低（t=3．94，P〈0．01），焦虑评分[分别为（2．06±0．53）分，（1．82±0．51）分]也明显降低（t=4．22，P〈0．01），学习适应性方面学习动机评分分别为（65．15±14．20）分，（71．09±15．46）分，（t=2．32，P〈0．05）学习方法评分[分别为（32．74±6．02）分，（35．68±7．56）分，t=3．73，P〈0．01]，均有明显改善。结论对学习困难学生进行综合干预是一种较为理想而有效的模式。Objective To establish an integrated intervention model by individual, group, and family counselling in order to better help those with learning difficulties by analyzing a group of sample students who came to the adolescent counseling center with learning difficulties as their chief complaints. Methods 158 adolescents who met the diagnosing criteria of LD participated a 6 months integrated intervention program. Before and after the intervention program, Family Environment Scale Chinese version （FES-CV）, Symptom Check-list （SCL-90）, YG Personality Scale, AAT and academic performance were used to assess. Results After integrated intervention, students＇ academic performance improved in Chinese, mathematics, English; 12% students significantly improved since by 7% - 12% ,69% improved since by 1% -6% , self-rating scale measuring psychological statues depression scores decreased from （2.25±0.72）to （ 1.94 ±0.67） （t =4.22, P〈0. 001 ） ,anxiety scores from （2.06 ± 0.53 ） to （ 1.82 ± 0.51 ） （t = 4.22, P 〈 0. 001 ） and learning adaptability also improved as learning motivation increased from （65.15 ± 14.20） to （ 71.09± 15.46） （t ± 2.32, P 〈 0.05 ）, learning methods increased from （32.74±6.02） to （35.68 ±7.56） （t=3.73 P〈0.01）. Conclusion The integrated intervention model is an effective model for the management of learning difficulties.

关 键 词：干预 学习困难 家庭环境 个性 

分 类 号：R749.9[医药卫生—神经病学与精神病学]