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1.
刘金荣 《中小学心理健康教育》2014,(8):7-10
近年来,学习障碍学生的社会性发展已经引起越来越多的专家、学者关注。文章从学习障碍初中生同伴交往范围、同伴数量、交往的对象、交往动机,同伴接纳、同伴交往的和谐度等方面探讨了学习障碍初中生的同伴交往现状,并且提出了切实可行的教育建议,为改善学习障碍初中生同伴交往的现状提供参考。 相似文献
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近年来学习障碍学生的社会性发展已经引起越来越多的教育学、心理学、社会学和精神卫生等方面的专家、学者的关注.文章从学习障碍初中生同伴交往范围、同伴数量、交往的对象、交往动机,同伴接纳、同伴交往的和谐度等方面探讨了学习障碍初中生的同伴交往的现状,并且提出了切实可行的教育建议,为改善学习障碍初中生同伴交往的现状提供参考. 相似文献
3.
为探讨农村初中生学习适应性状况,为教育干预试验提供实证依据,本文采用学习适应性量表(AAT)对2 625名农村初中生进行测试.结果显示:农村初中学生学习适应性整体水平达到中等;约有28.46%的学生存在不同程度的学习适应问题;女生的学习适应性整体水平显著高于男生;重点初中学生的学习适应性水平明显高于普通初中;初一学生的学习适应性最差.教师应充分认识农村初中生对身心健康和学习热情适应问题的严重性,帮助学生尽快适应中学生活. 相似文献
4.
《语文学刊:高等教育版》2016,(3)
同伴学习是以同伴活动或小组活动为主要形式的课堂教学策略,与以往传统的教学方法相比,他强调以学生为中心,教师和学生的角色发生了根本的转变。本研究试图应用同伴学习的理论进行实证研究,希望能提高初中生的英语学习能力,改善初中英语课堂教学效果。通过对试验前后的数据进行处理和分析得出的结论是:同伴学习比传统的教学方法更有利于培养学生的学习兴趣,提高学生的英语水平。 相似文献
5.
初中阶段的数学学习承上启下,学习的内容与学习的方法与小学阶段有非常大的差别。为了提高初中数学教学质量,我们不仅要研究教材,改进教法,还要研究初中生特有的认知心理,从中发现初中数学学习的困难所在,帮助学生克服数学学习的障碍。这种障碍在多数学生中都有反映,但在成绩 相似文献
6.
采取问卷测试形式,从北京市一所普通不完全中学中选取全体初一、初二、初三学生共469人来探讨初中生异性之间、同性之间交往障碍的特点。研究结果表明,初中生异性之间无交往障碍和一般交往障碍的占绝大多数,随年龄的增加比例数减少,初二最为突出;有轻度交往障碍的比例随年龄的增加而增加;有严重交往障碍的占少数。进入初中后同性之间都存在交往障碍,随年龄的增加,交往障碍随之增加,初二减少。 相似文献
7.
黄国琼 《中小学心理健康教育》2017,(31)
为了探讨初中生对父母、对同伴的沟通姿态对其同伴关系的影响以及初中生对同伴的沟通姿态在其对父母沟通与同伴关系两者之间所起的中介作用,本研究采用问卷调查的方法对广州市八所初中学校的383名初一至初三的学生进行了调查.结果表明,无论是与父母还是同伴的沟通过程中,初中生都不倾向使用不一致的沟通姿态;男生比女生更倾向使用指责型沟通.初中生沟通姿态表现出不同的年级发展特点:年级越低越倾向使用指责型沟通,年级越高越倾向使用超理智型沟通.初中生同伴关系基本良好,初一到初二的同伴关系水平有所下降,到初三阶段开始回升.初中生对父母采用不一致沟通的倾向性越高,则对同伴采用不一致沟通的倾向性也越高.初中生越倾向对父母使用打岔、指责沟通或越倾向对同伴使用打岔、指责、讨好沟通姿态,则其同伴关系越差.初中生对父母打岔的沟通姿态不能直接影响其同伴关系,而是通过两种途径(对父亲打岔→对同伴打岔→同伴关系;对母亲打岔→对同伴打岔→同伴关系)间接对其产生影响. 相似文献
8.
作者在已有的研究基础上,把学习障碍理论和化学计算错误的研究结合起来,编制了化学计算知识掌握情况调查卷和化学计算学习情况调查问卷,并结合调查进行了个案访谈。通过对问卷的统计整理,归纳出初中生化学学习存在的主要障碍有：情感障碍、阅读障碍、记忆障碍、思维障碍和学习适应性障碍。这些障碍极大地影响了初中生化学计算的学习。 相似文献
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初中学生在学习化学过程所碰到的问题解决与否会直接影响到他们今后化学学习能力的培养。科学地研究和探索初中生学习化学障碍的形成原因和解决策略对于帮助学生自主活泼地学习化学和学生综合能力的提高，有着重要的意义。 相似文献
11.
This study assessed the reported responses of junior high school students with learning disabilities and normally achieving classmates to peer pressure to conform in prosocial and antisocial activities. The results replicate those of an earlier study in finding that students with learning disabilities indicated more willingness than their classmates to conform to peer pressure to engage in antisocial actions. 相似文献
12.
Thomas E. Scruggs Margo A. Mastropieri Lisa Marshak 《Learning disabilities research & practice》2012,27(1):12-20
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction. 相似文献
13.
The socioemotional adjustment of adolescents with LD in the kibbutz during high school transition periods 总被引：2，自引：0，他引：2
Tur-Kaspa H 《Journal of learning disabilities》2002,35(1):87-96
This study examined several aspects of the socioemotional experiences (i.e., loneliness, social skills, reciprocal friendship, reciprocal rejection, and social status) of adolescents with and without learning disabilities in an Israeli kibbutz environment during school transition periods. The sample consisted of 106 students with learning disabilities (LD; 74 boys and 32 girls) and 101 students without learning disabilities (NLD; 62 boys and 39 girls) drawn from seventh grade (i.e., early adolescence) and ninth grade (i.e., middle adolescence). The results revealed that seventh- and ninth-grade adolescents with LD received more social peer rejection than did NLD group adolescents, and students with LD were judged by their teachers to exhibit lower social skills and higher behavioral problems than their classmates. No significant group differences were found on loneliness, but an age-related increase in loneliness feelings was noted, which was independent from group membership and gender. Gender differences on self-report, peer ratings, and teachers' ratings on social measures in favor of girls were demonstrated. The discussion focuses on the potential impact of school transitions and of the developmental environment provided in the kibbutz on adolescents' socioemotional functioning and adjustment. 相似文献
14.
采用问卷法研究了1791名不同年级、性别、学校类型中学生师生关系与友谊质量的特点,结合同伴特征和问题行为分析了学校氛围对中学生学校人际关系的影响,并探讨了中学生学校人际关系与社会适应的关系。结果发现：（1）中学生的师生关系总体上重点校好于非重点校,初一、高一好于高二,在亲密性和支持性维度上,年级与学校类型、年级与性别的交互作用显著;（2）中学生的友谊质量总体上重点校好于非重点校,高一、初一略好于初二,女生好于男生,学校类型与年级的交互作用显著;（3）重点校拥有不良同伴的学生和问题行为较多的学生比例均显著少于非重点校;（4）师生关系与友谊质量各维度可以预测中学生社会适应过程中的自我肯定、自我烦扰和社会疏离感。 相似文献
15.
姚定良 《浙江教育学院学报》2002,(4)
许多研究表明,初中学困生患心理障碍的可能性大大超过一般学生。在对浙江省慈溪市周巷镇100名初中学困生进行调查访谈的基础上,初步分析了农村初中学困生较为普遍存在的心理障碍类型及其对策。 相似文献
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为了解决当代初中生的生物综合学习能力不足的问题,在生物实验教学中,广大生物教师开始进行以普通的口头教学向翻转课堂教学的转变。在初中生物实验教学中引入微课翻转,可以保证实验教学课前与课后的衔接性,使学生在学习生物知识的过程中,不断提高学习质量与学习效率。因此,以微课翻转为基础的初中生物实验教学研究至关重要。 相似文献
17.
蔡钟川 《广东广播电视大学学报》2012,21(4):75-81
为了解潮汕地区城乡初中生心理健康及其影响因素,以该地区城乡670名初中生为被试对象,对学生心理健康及影响学生心理健康的社会因素、家庭因素、个体因素（共15个因子）进行调查研究。结果表明：城市初中生的心理健康状况显著好于农村初中学生;城乡初中学生在五个因子上都存在显著差异;城乡学生的心理健康与影响因子的相关不尽相同,且在个别因子上存在反相关;在城乡初中生心理健康较好预测变量上,有较大不同。 相似文献
18.
Martin H. Jones Morgan T. James Chalon Johnson 《British Journal of Special Education》2023,50(1):83-103
The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with a LD diagnosis are regularly members of less popular peer groups, but are fully socially integrated within their peer groups. Findings also note that students with and without a LD diagnosis generally had similar social preference and popularity goals. Thus, the popularity of students with a LD diagnosis is unlikely due to psychological desires for popularity, but more likely to be due to other social experiences. 相似文献
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Janette McDougall David J. DeWit Gillian King Linda T. Miller Steve Killip 《International Journal of Disability, Development & Education》2004,51(3):287-313
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities. 相似文献
20.
The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room. 相似文献