学习困难儿童认知运动训练效果分析

目的　研究学习困难儿童运动、认知、师生关系、同学关系的特征 ,运用适宜技术训练学习困难儿童 ,以寻求改善学习困难儿童学习能力的有效措施 ,促进儿童身心健康成长。方法　对 62例学习困难儿童及 3 8名正常儿童进行智能测验、基本运动能力测验、注意和记忆能力测试。对其中 3 2例学习困难儿童运用适宜技术训练一周期 ,复查基本运动能力、注意和记忆能力 ,并调查在学校与教师、同学的相处关系变化。结果　基本运动能力测试 ,学习困难组儿童运动能力得分低于正常儿童 ,在平衡木、单杠、仰卧起坐、前滚翻、拍球、蹦床、方向感等七个方面比较 ,表现出显著的差异 (皆P <0 .0 5)。在注意、记忆特征方面比较存在显著差异 (P <0 .0 5)。 3 2例学习困难儿童经适宜技术训练 ,运动能力 (平衡、仰卧起坐、拍球、方向感 )、短时记忆能力比较 ,差异有显著性 (P <0 .0 5)。训练前后与教师的关系比较 ,差异无显著性 (P >0 .0 5) ,与同学的关系比较 ,差异有显著性 (P <0 .0 5)。结论　运动与认知能力是学习过程中的基本能力 ,基本学习能力不足 ,不仅影响学习成绩 ,还会产生自卑心理 ,造成在学校与老师、同学的关系不融洽。运用适宜技术可改善学习困难儿童的学习能力 ,同时改善与教师、同学的关系 ,是促进儿童身心健康成

Analysis on Effect of Cognitive-Movement Training in Learning Disability Children

Objective To Study characteristic cognizance and move ment and effect of cognizance-movement training in learning disability children . Methods Sixty-two cases of learning disability children and thirt y-eight normal children were tested with ability of essential movement, attenti on test and memory test. Thirty-two of sixty-two were accepted systemic cogniti ve-movement training. Their relation with teacher and schoolmate were investigat ed before and after training. Results Between two groups there was apparent difference in movement, attention and memory. By cognizancee-move ment training their ability of essential movement and memory and relation with t eacher and schoolmate have been improved. Conclusions The abili ty of cognizance and movement is essential in the course of learning. Cognizance -movement training could promote the essential ability in learning disability ch ildren.