学习困难儿童家庭环境的分析  

ANALYSIS ON THE FAMILY ENVIRONMENT FACTORS OF CHILDREN WITH LEARNING DISABILITY

作　　者：白春玉[1] 陈容[1] 张迪[1] 

机构地区：[1]沈阳医学院,沈阳110034

出　　处：《现代预防医学》2011年第20期4219-4220,共2页Modern Preventive Medicine

摘　　要：[目的]了解家庭环境对儿童学习能力的影响。[方法]采用整群抽样方法选择沈阳市3所小学3～6年级学生作为研究对象。采用儿童学习障碍筛查量表对研究对象进行学习困难的筛查;采用家庭环境调查量进行家庭环境的调查。[结果]学习困难检出率为10.43%,各年级儿童学习困难检出率无统计学差异(P﹥0.05),男生的检出率为13.55%,女生检出率为7.01%,男多于女,两者差异有统计学意义(P﹤0.01);学习困难组家庭的亲密度、知识性、组织性因子得分低于正常组,差异有统计学意义(P﹤0.01),矛盾性因子得分高于正常组,差异有统计学意义(P﹤0.01)。[结论]家庭环境是影响儿童学习能力的因素之一。[ Objective] To study the family environment factors of children with learning disability （LD）. [ Methods] With Family Environment Scale （ FES, Chinese Version） and learning difficulty screen, the pupils of four grades （ 3 -6 grades） from 3 primary schools in Shenyang were measured. [ Results] The rate of learning disability was 10.43%. There was not difference in grade （P〉 0.05）. The rate of learning disability was 13.55% in boy and was 7.01% in girl. The former was significantly higher than the latter （P 〈 0.01 ）. The Cohesion, Intellectual- Cultural Orientation and Organization factor scores m primary students with learning disability were significantly lower than those in normal group （P〈 0.01 ）. The Conflict factor score in primary students with learning disability were significantly higher than that in normal group （P 〈 0.01）. [Conclusion] The family environment factors affect learning ability.

关 键 词：儿童 学习困难 家庭环境 影响因素 

分 类 号：R395.6[哲学宗教—心理学]