PASS视角下书写困难儿童认知特点研究--来自北京4城区学校的调查  

A Study of Cognitive Characteristics of Children with Dysgraphia from the Perspective of PASS Based on Four Urban Schools in Beijing

作　　者：王梅[1] 张海丛[1] 毛荣建[1] 刘颂[1] 祝平[1] 尤思凡 Wang Mei;Zhang Haicong;Mao Rongjian;Liu Song;Zhu Ping;You Sifan(College of Special Education,Beijing Union University,Beijing 100075,China;Chongwen Primary School,Beijing 100062,China)

机构地区：[1]北京联合大学特殊教育学院,北京100075 [2]北京市东城区崇文小学,北京100062

出　　处：《北京联合大学学报》2021年第1期81-87,共7页Journal of Beijing Union University

基　　金：北京市教育科学“十三五”规划课题“基于PASS理论的汉字书写困难儿童认知缺陷干预研究”(CDEB18341)。

摘　　要：以CAS认知评估系统对北京市4所普通小学的60名书写困难儿童和60名普通儿童进行测试,探讨其认知过程的特点。结果发现,书写困难儿童的认知总分及计划、注意、继时性加工得分均非常显著地低于普通儿童;书写困难女生的同时性加工得分低于男生,认知总分和其他3个过程得分皆高于男生,但不存在显著差异;书写困难儿童在完成任务时使用的认知策略与普通儿童不同。教育者可先行诊断,根据书写困难儿童的认知薄弱点,制定补救计划,改善其书写状况。Cognitive Assessment System (CAS) was used to test 60 children with dysgraphia and 60 ordinary children in 4 ordinary primary schools in Beijing to explore their cognitive characteristics. Results show that total cognitive score, planning, attention and successive processing scores of children with dysgraphia were significantly lower than those of ordinary children. Female students with dysgraphia scored lower than male students in simultaneous processing, and higher than male students in total cognitive score and other three processes, but there was no significant difference. The cognitive strategies used by children with dysgraphia in completing tasks were different from those used by ordinary children. Educators should diagnose first and develop remedial plans based on the cognitive weakness of children with dysgraphia to improve their writing performance.

关 键 词：书写困难 儿童 认知评估系统 认知特点 

分 类 号：G623.2[文化科学—教育学]