生态系统理论下的儿童学习障碍个案研究
发布时间：2018-09-06 13:54
【摘要】：儿童是人类社会中的一个重要群体，他们的成长和教育直接关系到家庭、国家、社会、世界的进步，然而在该群体中存在相当比例的学习障碍。探究学习障碍成因并通过社会工作手段干预解决，不仅对促进儿童健康成长具有重要意义，还对丰富社会工作内容、促进社会工作实务进一步发展等具有重要意义。 本研究从环境系统理论的角度对学习障碍儿童的家庭环境、学校环境、社会环境等生活环境进行分析，，找到学习障碍形成的具体原因，建立基于生态环境系统理论的学习障碍儿童介入模型。结合具体个案，采用观察、问卷、访谈、行动研究和叙事治疗等方法，通过家庭这一关键环节，改善案主的亲子关系、师生关系，转变案主父母的教育理念和教养方式，使案主获得更广泛的人际支持，并在此基础上，从案主具备的优势能力入手，改变案主自身的内环境，通过对案主的心理、行为、认知进行干预，增强了案主自信心，调动了其学习兴趣，提高了其学习动机，改善了其学习能力和学习策略，强化案主在与环境互动中的改变；案主的学习成绩得到提高，扭转了案主学业成就与智力不匹配的现象。
[Abstract]:Children are an important group in human society. Their growth and education are directly related to the progress of family, country, society and the world. However, there is a considerable proportion of learning disabilities in this group. Exploring the causes of learning disabilities and solving them by means of social work are of great significance not only to promote the healthy growth of children, but also to enrich the contents of social work and promote the further development of social work practice. From the perspective of environmental system theory, this study analyzes the living environment of children with learning disabilities, such as family environment, school environment, social environment and so on, and finds out the specific reasons for the formation of learning disabilities. The intervention model of children with learning disabilities based on ecological environment system theory was established. Combined with specific cases, by means of observation, questionnaire, interview, action research and narrative therapy, through the key link of family, we can improve the parent-child relationship, teacher-student relationship, and change the parents' educational concept and parenting style. On the basis of this, the author can change his own internal environment by intervening in his psychology, behavior and cognition, so as to enhance his self-confidence. Mobilize their interest in learning, improve their learning motivation, improve their learning ability and learning strategies, strengthen the change in the interaction between the victim and the environment. It reverses the mismatch between academic achievement and intelligence.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G760
本文编号：2226553
[Abstract]:Children are an important group in human society. Their growth and education are directly related to the progress of family, country, society and the world. However, there is a considerable proportion of learning disabilities in this group. Exploring the causes of learning disabilities and solving them by means of social work are of great significance not only to promote the healthy growth of children, but also to enrich the contents of social work and promote the further development of social work practice. From the perspective of environmental system theory, this study analyzes the living environment of children with learning disabilities, such as family environment, school environment, social environment and so on, and finds out the specific reasons for the formation of learning disabilities. The intervention model of children with learning disabilities based on ecological environment system theory was established. Combined with specific cases, by means of observation, questionnaire, interview, action research and narrative therapy, through the key link of family, we can improve the parent-child relationship, teacher-student relationship, and change the parents' educational concept and parenting style. On the basis of this, the author can change his own internal environment by intervening in his psychology, behavior and cognition, so as to enhance his self-confidence. Mobilize their interest in learning, improve their learning motivation, improve their learning ability and learning strategies, strengthen the change in the interaction between the victim and the environment. It reverses the mismatch between academic achievement and intelligence.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G760
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本文编号：2226553
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