综合干预对学习困难学生学习成绩的影响

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.

Study of integrated intervention on adolescents with learning difficulties

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.