| 学习障碍学生归因训练研究综述 |
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| 引用本文： | 宋尚桂.学习障碍学生归因训练研究综述[J].中国特殊教育,2002(3):75-78. |
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| 作者姓名： | 宋尚桂 |
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| 作者单位： | 济南大学教科所,250002 |
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| 摘 要： | 归因训练是帮助学习障碍学生增强学习动机,提高学习成绩的有效 干预手段。目前关于学习障碍学生的归因训练多以小学生和初中生为对象, 采用的训练方法为直接法和间接法。研究表明,个体和小组形式的归因训练 优于团体归因训练,实验情境中的归因训练优于课堂情境的效果,将策略教 学与归因训练结合比单独使用归因训练更为有效。提高团体形式和课堂情 境中归因训练的有效性是今后研究的重点。
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| 关 键 词： | 归因 归因训练 学习障碍 策略教学 |
Review of Attribution Training Studies on Students with Learning Disabilities |
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| Song Shanggui.Review of Attribution Training Studies on Students with Learning Disabilities[J].Chinese Journal of Special Education,2002(3):75-78. |
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| Authors: | Song Shanggui |
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| Abstract: | As an effective intervention for students with learning disabilities, attribution training improves learning motivation and academic performance. Most studies on attribution training focus on primary school pupils and use direct approaches and indirect approaches. Research findings indicate that individual and small group training are more effective than large group training. Attribution training in laboratory settings is more effective than classroom settings, and the combination of strategy instruction and attribution training is more effective than sole attribution training. Future research should emphasize the improvement of the effectiveness of attribution training of large groupings and in classroom settings. |
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| Keywords: | Attribution Attribution Training Learning Disabilities |
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