小学学习不良儿童时间心理账户的特征研究

发布时间：2018-02-28 23:06

本文关键词： 学习不良学习不良儿童心理账户时间心理账户　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习不良儿童指智力正常,然而在理解能力、口头表达能力、书面表达能力等方面存在着一定的障碍,从而影响了他们的学习成绩,使其成绩在班级中处于靠后阶段,并且伴随着许多心理行为问题的儿童。学习不良儿童通常情况下又被叫作学习障碍儿童以及学习无能儿童等。根据1991年美国联邦教育部门展开的调查数据统计显示,在所有的学生中,此类儿童约占5%。相较于正常儿童,学习不良儿童属于异质群体。以往对学习不良儿童的研究表明其存在的元认知缺陷主要源于以下几个方面:首先是元记忆,其次是学习策略,再者是时间分配以及学习监控、调节等。学习时间的合理分配能够使个体在学习过程中实现学习效果的最优化,而学习不良儿童与一般儿童,他们对学习时间的分配是有差异的。所以,我们有必要展开对学习不良儿童在时间分配方面的研究。时间心理账户指个体将时间进行划分,从而实现对时间的有效管理,各个时间心理账户对应着不同的记账模式,同时也具有独特的心理运算规则。本研究以大学城二小,莲光小学4-6年级67名正常儿童与60名学习不良儿童为被试,拟对学习不良儿童时间心理账户的特征进行研究。通过情境实验研究发现:(1)在学习情境中,正常儿童进行学习活动的时间显著多于学习不良儿童;正常儿童进行休闲活动的时间显著少于学习不良儿童。在休闲情境中,相较于学习不良儿童,正常儿童投入更少的学习活动时间以及更多的休闲活动时间,且学习不良儿童和正常儿童的时间分配具有显著差异。相对于学习不良儿童,正常儿童在学习情境中进行更长时间的学习活动,在休闲情境中进行更长时间的休闲活动。(2)在学习情境中,正常儿童进行学习活动的数目显著多于学习不良儿童,进行休闲活动的数目显著少于学习不良儿童。在休闲情境中,正常儿童进行学习活动的数目显著少于学习不良儿童;进行休闲活动的数目显著多于学习不良儿童。相较于学习不良儿童,正常儿童在学习情境中进行更多的学习活动,在休闲情境中开展更多的休闲活动。(3)在周一的安排中,正常儿童在自由安排的时间里进行学习活动的时间显著少于学习不良儿童,进行休闲活动的时间显著多于学习不良儿童;在周六的安排中,正常儿童在自由安排的时间里进行学习活动的时间显著多于学习不良儿童,而进行休闲活动的时间与学习不良儿童相比,明显更少。(4)在周一的安排中,正常儿童在自由安排的时间里进行学习活动的数目显著少于学习不良儿童,进行休闲活动的数目显著多于学习不良儿童;在周六的安排中,正常儿童在自由安排的时间里进行学习活动的数目显著多于学习不良儿童,进行休闲活动的数目显著少于学习不良儿童。
[Abstract]:Children with learning disabilities refer to normal intelligence, but there are some obstacles in understanding, oral expression, written expression and so on, which affect their academic achievement and make them in the later stage of the class. And with many children with mental behavior problems. Children with learning disabilities are often referred to as children with learning disabilities and children with learning disabilities. According to data from a survey conducted in 1991 by the Federal Department of Education in the United States, Of all the students, these children account for about 5%. Compared with normal children, children with learning disabilities belong to heterogeneous groups. Previous studies on children with learning disabilities have shown that their metacognitive defects are mainly due to the following aspects: first, metamemory. The second is learning strategy, and the second is time allocation, learning monitoring, adjustment, etc. The reasonable allocation of learning time can make the individual realize the optimization of learning effect in the process of learning, and the children with learning disabilities and children in general, There are differences in their allocation of learning time. Therefore, it is necessary for us to study the time allocation of children with learning disabilities. Time psychological accounts refer to the division of time by individuals, so as to realize the effective management of time. Psychological accounts at different times correspond to different accounting models, and also have unique psychological calculation rules. This study included 67 normal children and 60 children with learning disabilities in grades 4-6 of Lianguang Primary School. This paper studies the characteristics of time psychological account of children with learning disabilities. It is found that: 1) in learning situations, normal children have more time to learn than children with learning disabilities. Normal children spend less time on leisure activities than children with learning disabilities. In leisure situations, normal children devote less time to learning activities and more leisure time than children with learning disabilities. There were significant differences in time distribution between children with learning disabilities and normal children. Compared with children with learning disabilities, normal children carried out longer learning activities in learning situations. In learning situations, the number of learning activities of normal children is significantly higher than that of children with learning disabilities, and the number of leisure activities is significantly less than that of children with learning disabilities. The number of learning activities of normal children was significantly less than that of children with learning disabilities; the number of leisure activities was significantly higher than that of children with learning disabilities. Compared with children with learning disabilities, normal children carried out more learning activities in learning situations. In the arrangement of Monday, normal children had less time of learning activities than children with learning disabilities, and the time of leisure activities was significantly longer than that of children with learning disabilities. In the Saturday arrangement, normal children spent significantly more time on free time than children with learning disabilities, while leisure activities were significantly less than those of children with learning disabilities. The number of learning activities conducted by normal children during free time is significantly less than that of children with learning disabilities, and the number of leisure activities is significantly higher than that of children with learning disabilities. The number of learning activities and leisure activities of normal children were significantly more than those of children with learning disabilities during the free time arrangement, and the number of leisure activities was significantly less than that of children with learning disabilities.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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