【摘要】：小學(xué)是學(xué)生學(xué)業(yè)發(fā)展的關(guān)鍵時(shí)期,一個(gè)學(xué)生學(xué)習(xí)成績(jī)的好壞對(duì)自己的各個(gè)方面都有很大的影響,除了學(xué)業(yè)的發(fā)展,還包括本人其他方面的發(fā)展,如未來(lái)的就業(yè)、人際交往等。一個(gè)學(xué)習(xí)好的學(xué)生不僅會(huì)得到家長(zhǎng)、老師及他人的重視,還會(huì)獲得更多的發(fā)展機(jī)遇;而一個(gè)學(xué)習(xí)差的學(xué)生有可能會(huì)受到各方面的限制。通常,學(xué)界會(huì)把學(xué)習(xí)差界定為“學(xué)習(xí)障礙”。就目前情況來(lái)看,學(xué)習(xí)障礙的矯治方法大多從教育、心理、醫(yī)學(xué)等方面著手,而運(yùn)用社會(huì)工作的方法介入學(xué)習(xí)障礙問(wèn)題尚處于摸索階段。在學(xué)習(xí)障礙問(wèn)題客觀存在的今天,我們不能僅僅將學(xué)習(xí)障礙問(wèn)題存在于思辨層面,還應(yīng)付出行動(dòng)去努力解決這個(gè)問(wèn)題。本研究根據(jù)多學(xué)科對(duì)學(xué)習(xí)障礙進(jìn)行分類、成因及診斷標(biāo)準(zhǔn)的分析,以優(yōu)勢(shì)視角理論為指導(dǎo),結(jié)合個(gè)案工作相關(guān)知識(shí),探索解決小學(xué)生學(xué)習(xí)障礙的個(gè)案工作介入方法。本文借鑒已有的社會(huì)工作臨床介入模型,把小學(xué)生學(xué)習(xí)障礙的個(gè)案干預(yù)過(guò)程重新定義為“接案、生物-心理-社會(huì)預(yù)估、問(wèn)題診斷與優(yōu)勢(shì)評(píng)估、為案主建立治療聯(lián)盟、與案主進(jìn)行敘事性主題的辨識(shí)、發(fā)展性的成長(zhǎng)與變遷、結(jié)案與評(píng)估”七個(gè)階段。研究中的優(yōu)勢(shì)視角理論和個(gè)案工作各個(gè)階段,要求社會(huì)工作者與案主一起行動(dòng),以案主的優(yōu)勢(shì)和環(huán)境資源為出發(fā)點(diǎn),發(fā)掘和整合資源,將案主面臨的問(wèn)題“優(yōu)化”,幫助案主認(rèn)識(shí)和完善自我,努力走出學(xué)習(xí)障礙困境。研究最后發(fā)現(xiàn),優(yōu)勢(shì)視角下的個(gè)案工作方法介入學(xué)習(xí)障礙問(wèn)題,有助于工作者與案主之間建立良好的專業(yè)關(guān)系,操作方法具有很強(qiáng)的針對(duì)性和獨(dú)特性,能夠有效促使案主的正向改變,是一種行之有效的解決小學(xué)生學(xué)習(xí)障礙問(wèn)題的方法。
[Abstract]:Primary school is the key period of students' academic development. The quality of a student's academic achievement has a great influence on all aspects of his own. In addition to the development of his studies, it also includes the development of his other aspects, such as future employment, interpersonal communication and so on. A good student will not only get the attention of parents, teachers and others, but also get more opportunities for development, while a poor student may be limited by all aspects. In general, the academic community will define learning as a "learning disability." As far as the present situation is concerned, the methods of correction of learning disability are mostly from the aspects of education, psychology, medicine and so on, while the method of social work is still in the groping stage to intervene in the problem of learning disability. Today, when the problem of learning disability exists objectively, we should not only put the problem of learning disability at the level of thinking, but also take action to solve the problem. Based on the analysis of the classification, causes and diagnostic criteria of learning disabilities, this study explored the method of case work intervention for pupils with learning disabilities under the guidance of advantage theory and case work related knowledge. Based on the existing clinical intervention model of social work, this paper redefines the case intervention process of primary school students' learning disability as "case acceptance, biological-psycho-social prediction, problem diagnosis and superiority evaluation, and establishing a therapeutic alliance for the victim." There are seven stages of identification of narrative theme, growth and change of development, closure and evaluation. The theory of advantage angle of view and each stage of case work require social workers to act together with the owner, to explore and integrate the resources with the advantage of the owner and the environmental resources, and to "optimize" the problems faced by the victim. Help the victim to understand and improve himself, and try to get out of the learning difficulties. Finally, it is found that the case work method from the advantage perspective is helpful to establish a good professional relationship between the worker and the victim, and the operation method has strong pertinence and uniqueness. It is an effective method to solve the problem of learning disability of primary school students.
【學(xué)位授予單位】：西華大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：C916;C913.4

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