CAJ | 학술논문

目的探讨综合干预对学习困难学生学习成绩影响的研究.方法对符合学习困难入组标准的158例青少年进行为期6个月的综合干预干预前后分别采用家庭环境量表(FES-CC)、临床症状自评量表(SCL-90)、YG性格测试量表、中学生学习适应量表(AAT)进行评定及学习成绩评估.结果综合干预后,学习困难学生学习成绩有所提高,语、数、外成绩:12%的学习困难学生有较明显的提高(提高7%～12%),有69%的学习困难学生有所提高(提高1%～6%),临床症状自评量表中抑郁评分[分别为(2.25±0.72)分,(1.94±0.67)分]明显降低(t=3.94,P＜0.01),焦虑评分[分别为(2.06±0.53)分,(1.82±0.51)分]也明显降低(t=4.22,P＜0.01),学习适应性方面学习动机评分分别为(65.15±14.20)分,(71.09±15.46)分.(t=2.32,P＜0.05)学习方法评分[分别为(32.74±6.02)分,(35.68±7.56)分,t=3.73,P＜0.01],均有明显改善.结论对学习困难学生进行综合干预是一种较为理想而有效的模式.
목적 탐토종합간예대학습곤난학생학습성적영향적연구.방법 대부합학습곤난입조표준적158례청소년진행위기6개월적종합간예간예전후분별채용가정배경량표(FES-CC)、림상증상자평량표(SCL-90)、YG성격측시량표、중학생학습괄응량표(AAT)진행평정급학습성적평고.결과 종합간예후,학습곤난학생학습성적유소제고,어、수、외성적:12%적학습곤난학생유교명현적제고(제고7%～12%),유69%적학습곤난학생유소제고(제고1%～6%),림상증상자평량표중억욱평분[분별위(2.25±0.72)분,(1.94±0.67)분]명현강저(t=3.94,P＜0.01),초필평분[분별위(2.06±0.53)분,(1.82±0.51)분]야명현강저(t=4.22,P＜0.01),학습괄응성방면학습동궤평분분별위(65.15±14.20)분,(71.09±15.46)분.(t=2.32,P＜0.05)학습방법평분[분별위(32.74±6.02)분,(35.68±7.56)분,t=3.73,P＜0.01],균유명현개선.결론 대학습곤난학생진행종합간예시일충교위이상이유효적모식.
Objective To establish an integrated intervention model by individual,group,and family counselling in order to better help those with learning difficulties by analyzing a group of sample students who came to the adolescent counseling center with learning difficulties as their chief complaints.Methods 158 adolescents who met the diagnosing criteria of LD participated a 6 months integrated intervention program.Before and after the intervention program,Family Environment Scale Chinese version(FES-CV),Symptom Check-hst(SCL-90),YG Personality Scale,AAT and academic performance were used to assess.Results After integrated ihtervention,students' academic performance improved in Chinese,mathematics,English;12% students significantly improved since by 7%～12%,69% improved since by 1%～6%,self-rating scale measuring psychological statues depression scores decreased from(2.25±0.72)to(1.94±0.67)(t=4.22,P＜0.001),anxiety scores from(2.06±0.53)to(1.82±0.51)(t=4.22,P＜0.001)and learning adaptability also improved as learning motivation increased from(65.15±14.20)to(71.09±15.46)(t=2.32,P＜0.05),learning methods increased from (32.74±6.02)to(35.68±7.56)(t=3.73 P＜0.01).Conclusion The integrated intervention model is an effective model for the management of learning difficulties.