本文關(guān)鍵詞： 學(xué)習(xí)不良 學(xué)習(xí)不良兒童 心理賬戶 時(shí)間心理賬戶　出處：《重慶師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：學(xué)習(xí)不良兒童指智力正常,然而在理解能力、口頭表達(dá)能力、書(shū)面表達(dá)能力等方面存在著一定的障礙,從而影響了他們的學(xué)習(xí)成績(jī),使其成績(jī)?cè)诎嗉?jí)中處于靠后階段,并且伴隨著許多心理行為問(wèn)題的兒童。學(xué)習(xí)不良兒童通常情況下又被叫作學(xué)習(xí)障礙兒童以及學(xué)習(xí)無(wú)能兒童等。根據(jù)1991年美國(guó)聯(lián)邦教育部門(mén)展開(kāi)的調(diào)查數(shù)據(jù)統(tǒng)計(jì)顯示,在所有的學(xué)生中,此類(lèi)兒童約占5%。相較于正常兒童,學(xué)習(xí)不良兒童屬于異質(zhì)群體。以往對(duì)學(xué)習(xí)不良兒童的研究表明其存在的元認(rèn)知缺陷主要源于以下幾個(gè)方面:首先是元記憶,其次是學(xué)習(xí)策略,再者是時(shí)間分配以及學(xué)習(xí)監(jiān)控、調(diào)節(jié)等。學(xué)習(xí)時(shí)間的合理分配能夠使個(gè)體在學(xué)習(xí)過(guò)程中實(shí)現(xiàn)學(xué)習(xí)效果的最優(yōu)化,而學(xué)習(xí)不良兒童與一般兒童,他們對(duì)學(xué)習(xí)時(shí)間的分配是有差異的。所以,我們有必要展開(kāi)對(duì)學(xué)習(xí)不良兒童在時(shí)間分配方面的研究。時(shí)間心理賬戶指?jìng)�(gè)體將時(shí)間進(jìn)行劃分,從而實(shí)現(xiàn)對(duì)時(shí)間的有效管理,各個(gè)時(shí)間心理賬戶對(duì)應(yīng)著不同的記賬模式,同時(shí)也具有獨(dú)特的心理運(yùn)算規(guī)則。本研究以大學(xué)城二小,蓮光小學(xué)4-6年級(jí)67名正常兒童與60名學(xué)習(xí)不良兒童為被試,擬對(duì)學(xué)習(xí)不良兒童時(shí)間心理賬戶的特征進(jìn)行研究。通過(guò)情境實(shí)驗(yàn)研究發(fā)現(xiàn):(1)在學(xué)習(xí)情境中,正常兒童進(jìn)行學(xué)習(xí)活動(dòng)的時(shí)間顯著多于學(xué)習(xí)不良兒童;正常兒童進(jìn)行休閑活動(dòng)的時(shí)間顯著少于學(xué)習(xí)不良兒童。在休閑情境中,相較于學(xué)習(xí)不良兒童,正常兒童投入更少的學(xué)習(xí)活動(dòng)時(shí)間以及更多的休閑活動(dòng)時(shí)間,且學(xué)習(xí)不良兒童和正常兒童的時(shí)間分配具有顯著差異。相對(duì)于學(xué)習(xí)不良兒童,正常兒童在學(xué)習(xí)情境中進(jìn)行更長(zhǎng)時(shí)間的學(xué)習(xí)活動(dòng),在休閑情境中進(jìn)行更長(zhǎng)時(shí)間的休閑活動(dòng)。(2)在學(xué)習(xí)情境中,正常兒童進(jìn)行學(xué)習(xí)活動(dòng)的數(shù)目顯著多于學(xué)習(xí)不良兒童,進(jìn)行休閑活動(dòng)的數(shù)目顯著少于學(xué)習(xí)不良兒童。在休閑情境中,正常兒童進(jìn)行學(xué)習(xí)活動(dòng)的數(shù)目顯著少于學(xué)習(xí)不良兒童;進(jìn)行休閑活動(dòng)的數(shù)目顯著多于學(xué)習(xí)不良兒童。相較于學(xué)習(xí)不良兒童,正常兒童在學(xué)習(xí)情境中進(jìn)行更多的學(xué)習(xí)活動(dòng),在休閑情境中開(kāi)展更多的休閑活動(dòng)。(3)在周一的安排中,正常兒童在自由安排的時(shí)間里進(jìn)行學(xué)習(xí)活動(dòng)的時(shí)間顯著少于學(xué)習(xí)不良兒童,進(jìn)行休閑活動(dòng)的時(shí)間顯著多于學(xué)習(xí)不良兒童;在周六的安排中,正常兒童在自由安排的時(shí)間里進(jìn)行學(xué)習(xí)活動(dòng)的時(shí)間顯著多于學(xué)習(xí)不良兒童,而進(jìn)行休閑活動(dòng)的時(shí)間與學(xué)習(xí)不良兒童相比,明顯更少。(4)在周一的安排中,正常兒童在自由安排的時(shí)間里進(jìn)行學(xué)習(xí)活動(dòng)的數(shù)目顯著少于學(xué)習(xí)不良兒童,進(jìn)行休閑活動(dòng)的數(shù)目顯著多于學(xué)習(xí)不良兒童;在周六的安排中,正常兒童在自由安排的時(shí)間里進(jìn)行學(xué)習(xí)活動(dòng)的數(shù)目顯著多于學(xué)習(xí)不良兒童,進(jìn)行休閑活動(dòng)的數(shù)目顯著少于學(xué)習(xí)不良兒童。
[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.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B844.1

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