文献类型：期刊文献

中文题名：北京市小学教师对ADHD的认知现状、态度及影响因素分析

英文题名：Analysis on the Current Cognition,Attitude and Influencing Factors of Primary School Teachers in Beijing towards Attention Deficit Hyperactivity Disorder

作者：毛颖梅[1];张旭[1];马丽华[2];安欣颖[3];王萍[4];柳溪[5]

第一作者：毛颖梅

机构：[1]北京联合大学特殊教育学院,北京100075;[2]北京市延庆区沈家营中心小学,北京102100;[3]北京第一师范学校附属小学,北京100075;[4]北京市东城区文汇小学,北京100022;[5]北京小学长阳分校,北京110111

第一机构：北京联合大学特殊教育学院

年份：2021

卷号：35

期号：4

起止页码：85-92

中文期刊名：北京联合大学学报

外文期刊名：Journal of Beijing Union University

语种：中文

中文关键词：注意缺陷多动障碍;教师知识;教师态度;影响因素

外文关键词：Attention Deficit Hyperactivity Disorder;Teachers knowledge;Teachers attitude;Influencing factors

摘要：采用问卷形式调查北京市1348名普通小学教师对注意缺陷多动障碍(ADHD)的认知情况和态度,并分析影响因素。研究发现,教师的ADHD知识总体知晓率为45.07%,城区和郊区教师知晓率差异显著。单因素分析发现,不同地区、教龄、学历、是否师范专业、上学和在职期间是否学习过相关内容在病因(预后)得分上差异显著;不同性别、地区、教龄和学历在特征表现得分上差异显著;不同性别在治疗(教育干预)得分上差异显著。多元线性回归分析显示,城区、受过相关培训、师范专业毕业和研究生及以上学历教师的病因(预后)得分更高;女性和城区教师的特征表现得分更高;未教过ADHD学生、城区、研究生及以上学历和教龄10年以下的教师对待ADHD儿童的态度更积极。教师态度和病因(预后)、治疗(教育干预)知识负相关,和特征表现知识正相关。整体而言,北京小学教师对ADHD的认识还存在不足,对待ADHD儿童的态度比较消极,有必要从多种渠道开展培训和建立多方协作的支持性教育体系。
A questionnaire was used to investigate the cognition and attitude towards Attention Deficit Hyperactivity Disorder(ADHD)among 1348 primary school teachers in Beijing and the influencing factors were analyzed.The study found teachers overall awareness rate of ADHD is 45.07%,there is a significant difference between teachers who are from urban areas and suburban areas.Single factor analysis found that there are significant differences in the etiology(prognosis)scores of different regions,teaching experience,educational background,and whether they graduated from normal school and have received training of ADHD during pre-service education and in-service education;different genders,regions,teaching experience and educational backgrounds have significant differences on scores of features;different genders have significant differences in treatment(educational intervention)scores.Multiple linear regression analysis showed that teachers who are from urban areas,have received training of ADHD,and graduated from normal schools,with master degrees possess sound information on etiology(prognosis)of ADHD;female teachers and teachers from urban areas possess sound information on features of ADHD;teachers who have never taught ADHD,from urban area,graduated with master degrees,and have a teaching experience of less than ten years are more positive toward ADHD.Teachers attitude are negatively correlated with knowledge of etiology(prognostic),medical treatment(educational intervention),and positively correlated with knowledge of features.Generally speaking,their attitudes towards ADHD are less positive.It is necessary to provide more support for primary school teachers through professional training by multidisciplinary teams.