学习障碍相关概念及其发展——从行为表现到核心缺陷  

作　　者：何壮 袁淑敏[1] 余水[1] 刘国庆[2] 

机构地区：[1]贵阳学院,贵州贵阳550005 [2]贵州师范大学,贵州贵阳550025

出　　处：《高教学刊》2019年第8期185-187,共3页Journal of Higher Education

摘　　要：概念是人类认知思维体系中最基本的单位,任何科学研究都要在明确核心概念的基础上展开。学习障碍是实现教育公平的巨大挑战,解决学习障碍问题要从明确核心概念开始。文章重点回顾了学习障碍、数学障碍两个概念的发展、演变过程,总结出了学习障碍的核心要素,并对概念发展和演变背后的原因进行了分析。相关概念对学习障碍的鉴别、干预有极强的指导意义;概念的发展与演变是教育学、心理学由行为主义转向认知神经科学的缩影。The concept is the most basic unit in the human cognitive thinking system, and any scientific research must be based on the definition of the core concept.Learning disabilities are a huge challenge to achieve education fairness. Solving the problem of learning disability should begin with defining its concept. This paper mainly regress to the development and evolution of learning disability and mathematical disability, then summarizes the core elements of learning disabilities, and the reasons behind the development and evolution of the concept are analyzed. The related concepts have strong guiding significance for the identification and intervention of learning disabilities.The development and evolution of concepts is the epitome of pedagogy and psychology from behaviorism to cognitive neuroscience.

关 键 词：学习障碍 数学障碍 发展性计算障碍 教育神经科学 

分 类 号：G640[文化科学—高等教育学]