学业不良儿童声调双耳分听能力的特征研究  

A Study of the Features of Tone Dichotic Listening in Children with Poor Academic Performance

作　　者：刘巧云[1,2] 卢海丹[2] 黄昭鸣[1,2] 严舒[1,2] 朱婷[1] 

机构地区：[1]华东师范大学言语听觉康复科学系,上海200062 [2]华东师范大学言语听觉科学教育部重点实验室,上海200062

出　　处：《中国听力语言康复科学杂志》2013年第2期152-155,共4页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：上海市哲社规划青年基金项目（2009EJY002）：华东师范大学言语听觉科学教育部重点实验室开放课题项目（KFZR06201014）

摘　　要：目的探讨学业不良儿童声调双耳分听能力的特征。方法采用自编材料对小学三年级学业优良和学业不良儿童声调双耳分听能力进行比较分析。结果①学业不良儿童双耳声调分听能力显著低于学业优良儿童；②在声调分听材料中，有意义材料的分听具有右耳、左脑效应，而无意义材料则没有明显的半球优势；③学业不良儿童双耳分听无意义材料时，四声最容易，一声、二声其次，三声最难；而分听有意义材料时，则一、三、四声较容易，二声最难。结论教师应采用恰当的训练措施帮助学业不良儿童提高双耳分听能力，增强其听处理能力，最终提高其学业成绩。Objective To explore the features of tone dichotic listening in children with poor academic performance. Methods By using self-complied materials, the dichotic test were performed to children with good and poor academic performance and the results of the two groups were compared. Results （1）The tone dichotic listening abilities of children with poor academic performance were significantly poorer than those of children with excellent academic performance; （2） There were right ear dominace （left hemisphere） in dichotic listening to meaningful materials, but there was no obvious hemisphere dominance for meaningless materials; （3） For children with poor academic performance in dichotic listening to the meaningless materials, tone 4 was the easiest,and then tone 1 and 2, while tone 3 was the most difficult. In dichotic listening to the meaningful materials, tone 1, 3 and 4 were easier while tone 2 was the most difficult.Conclusion Tearchers are supposed to adopt appropriate measures to help children with poor academic performance improve dichotic listening abilities,to enhance auditory processing abilities and to improve their academic performance.

关 键 词：学业不良儿童 声调 双耳分听 

分 类 号：R179[医药卫生—妇幼卫生保健]