学习障碍儿童元认知特点与学习动机的关系研究  

The Research on Relationship Between Metacognitive Character and Learning Motivation of Children with Learning Disability

作　　者：黄娟[1] 

机构地区：[1]内江师范学院教育科学学院,四川内江641112

出　　处：《科技通报》2014年第11期245-248,共4页Bulletin of Science and Technology

基　　金：四川省社会科学重点研究基地项目(CSXL-1130001)

摘　　要：为探讨学习障碍儿童的元认知特点与学习动机的关系,选取内江一小等156名小学生进行测试,经PRS量表筛选分为学习障碍儿童和一般儿童。结果显示,学习障碍儿童各项元认知能力和学习动机显著低于一般儿童;元认知与学习动机总体相关显著,但学习障碍儿童提高动机和附属动机与元认知的相关不显著,认知动机相关显著;表明学习障碍儿童的求知欲会影响学习过程,但应提高功利因素以及长辈社会在赞许方面的影响力。To study the relationship between metacognitive characteristics and learning motivation of children with learning disability by 156 pupils selected from neijiang No.1 primary school, they are divided into learning disabilities children and normal children by PRS scale.The results show, the metacognitive ability and learning motivation of children with learning disabilities are significantly lower than normal children; metacognition and learning motivation are interrelated remarkably; but the improve motivation and affiliated motivation of children with learning disabilities are not interrelated remarkably to metacognition;cognitive motivation is interrelated remarkably to metacognition;show that thirst for knowledge of children with learning disabilities will influence the learning process;but the influence of utility factor and praise from elders and society should be improved.

关 键 词：学习障碍儿童 元认知 学习动机 

分 类 号：G764[文化科学—特殊教育学]