發(fā)布時(shí)間：2018-02-25 20:30

  本文關(guān)鍵詞： 小學(xué)兒童注意力 腦電生物反饋訓(xùn)練 認(rèn)知行為團(tuán)體訓(xùn)練　出處：《江西師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：8、9歲的小學(xué)兒童,是心理發(fā)展中的一個(gè)重要轉(zhuǎn)折時(shí)期,他們進(jìn)入學(xué)校后,學(xué)習(xí)活動(dòng)就逐漸取代游戲活動(dòng)成為兒童主要的活動(dòng)形式,并對(duì)兒童的心理產(chǎn)生重大的影響。而注意力是他們有效學(xué)習(xí)的重要基礎(chǔ)。兒童注意力的發(fā)展主要與兩個(gè)方面有關(guān):一是兒童本身心理發(fā)展的成熟。二是環(huán)境與教育的作用。隨著社會(huì)的發(fā)展和教育的普及使大眾對(duì)小學(xué)兒童教育越來(lái)越重視,有意識(shí)的對(duì)兒童進(jìn)行注意力提升訓(xùn)練正逐漸成為家長(zhǎng)與老師的關(guān)注重點(diǎn),有針對(duì)性的注意力提升訓(xùn)練應(yīng)運(yùn)而生,本研究主要從腦電生物反饋訓(xùn)練和認(rèn)知行為團(tuán)體訓(xùn)練兩個(gè)方面出發(fā),并結(jié)合兩種訓(xùn)練模式對(duì)被試兒童進(jìn)行注意力訓(xùn)練,考察三類注意力訓(xùn)練模式的可行性以及有效性。實(shí)驗(yàn)被試為湖南省婁底市40名小學(xué)三年級(jí)兒童,年齡在9歲左右,隨機(jī)分為四組,每組10名。實(shí)驗(yàn)組一進(jìn)行腦電生物反饋訓(xùn)練,實(shí)驗(yàn)組二進(jìn)行認(rèn)知行為團(tuán)體訓(xùn)練,實(shí)驗(yàn)組三進(jìn)行腦電生物反饋和認(rèn)知行為團(tuán)體的綜合訓(xùn)練,對(duì)照組不做訓(xùn)練。訓(xùn)練時(shí)間為8周,每周2次,共16次。結(jié)果如下:1、結(jié)果顯示通過(guò)腦電生理測(cè)量?jī)x測(cè)量出來(lái)的注意力指數(shù)與通過(guò)《中小學(xué)生注意力測(cè)驗(yàn)》量表測(cè)出來(lái)注意力分?jǐn)?shù)之間存在明顯的相關(guān),表明這兩類指標(biāo)的吻合度高,都能有效檢測(cè)被試的注意力水平,因此具有良好的信度和效度。2、腦電生物反饋訓(xùn)練和認(rèn)知行為團(tuán)體訓(xùn)練對(duì)注意力都有提高,但是各自提高的側(cè)重點(diǎn)不同。通過(guò)腦電生物反饋訓(xùn)練,被試兒童大腦的自我調(diào)節(jié)功能得到顯著提高。通過(guò)認(rèn)知行為團(tuán)體訓(xùn)練,兒童注意指標(biāo)顯著提高。對(duì)照組的被試兒童,注意力三項(xiàng)指標(biāo)都沒(méi)有提高。3、綜合訓(xùn)練的效果和單一訓(xùn)練方式差異顯著,綜合訓(xùn)練要優(yōu)于單一訓(xùn)練,說(shuō)明從不同的方面進(jìn)行訓(xùn)練,彌補(bǔ)相互的不足之處,相輔相成,能取得更好的效果。4、實(shí)驗(yàn)結(jié)果表明,小學(xué)三年級(jí)兒童的注意力是可訓(xùn)練的。兩種訓(xùn)練方式都顯著提高了注意力測(cè)驗(yàn)分?jǐn)?shù),進(jìn)一步說(shuō)明了注意力和大腦控制能力之間的密切關(guān)系。
[Abstract]:Primary school children aged 8 or 9 are an important turning point in their psychological development. After they enter school, learning activities gradually replace play activities as the main form of activities for children. The development of children's attention is mainly related to two aspects: one is the maturity of children's own psychological development, the other is environment and teaching. With the development of society and the popularization of education, people pay more and more attention to the education of primary school children. Conscious attention raising training for children is gradually becoming the focus of attention of parents and teachers. In this study, two aspects of EEG biofeedback training and cognitive behavior group training were studied, and two training models were used to train the children's attention. To investigate the feasibility and effectiveness of three kinds of attention training models, the subjects were 40 third-grade children in Loudi, Hunan Province, aged about 9 years. The subjects were randomly divided into four groups, 10 in each group. The experimental group 1 received EEG biofeedback training. The second group received cognitive behavior group training, the third group received EEG biofeedback and cognitive behavior group comprehensive training, the control group did not. The training time was 8 weeks, twice a week. The results were as follows: 1: 1. The results showed that there was a significant correlation between the attention index measured by the electrophysiological instrument and the attention score measured by the attention Test for Primary and Middle School students. The results showed that the two kinds of indexes were in good agreement and could effectively detect the attention level of the subjects, so they had good reliability and validity. Both EEG biofeedback training and cognitive behavior group training improved attention. Through EEG biofeedback training, the brain self-regulation function of the children was significantly improved. Through the cognitive behavior group training, the children's attention index was significantly improved. The effect of comprehensive training and the single training method are significantly different. The comprehensive training is better than the single training, which shows that the training should be carried out from different aspects to make up for each other's shortcomings and complement each other. The experimental results show that the attention of the third grade children is trainable. Both of the two training methods have significantly improved the attention test scores and further explained the close relationship between attention and brain control ability.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.3

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