CAJ | 학술논문

目的：探讨小学生学习困难综合干预效果及其作用机理。方法：选择浦东新区二所小学3-5年级全部学习困难学生，分别归为干预组和对照组。采用教育干预、家庭干预、学校干预、心理治疗和药物治疗等综合干预措施二年，使用有关量表在干预前后测定两组学生各项指标。结果：干预组学习成绩明显提高。心理问题发生率明显下降，IQ有所上升，家庭情况无显著变化。结论：综合干预是改善小学生学习困难的有效措施。消除学生的心理问题；增强学生的自信心和求知欲；教师教育方法的改进和家长共同参与形成合力是综合干预的主要作用因素。
목적：탐토소학생학습곤난종합간예효과급기작용궤리。방법：선택포동신구이소소학3-5년급전부학습곤난학생，분별귀위간예조화대조조。채용교육간예、가정간예、학교간예、심리치료화약물치료등종합간예조시이년，사용유관량표재간예전후측정량조학생각항지표。결과：간예조학습성적명현제고。심리문제발생솔명현하강，IQ유소상승，가정정황무현저변화。결론：종합간예시개선소학생학습곤난적유효조시。소제학생적심리문제；증강학생적자신심화구지욕；교사교육방법적개진화가장공동삼여형성합력시종합간예적주요작용인소。
Objec tive: To study the effectiveness of comprehensive intervention for learning difficulty in school children. Method: All pupils with learning difficulty in two primary schools were randomized into two groups: intervention and control group. All of them were followed for 2 years. Intervention group received integrative education, family and school intervention, and psychotherapy as well as medication. Results: The scores in examination and learning ability of intervention group improved significantly, their behavior problems decreased. However, the family relationship of intervention group had no obvious chenge. Conclusion: The comprehensive intervention is an effective approach in management of learning difficulty of school children.