文献类型：期刊文献

中文题名：普通小学教师对学习障碍的认知情况的调查研究

英文题名：A Survey on the Cognition of Learning Disabilities of Primary School Teachers

作者：王玉玲[1];张旭[2];马立梅[3];王莉萍[4];尹宝霞[5]

第一作者：王玉玲

机构：[1]北京市西城区教育学院,北京100050;[2]北京联合大学特殊教育学院,北京100075;[3]北京市西城区奋斗小学,北京100031;[4]北京小学广内分校,北京100053;[5]北京市西城区西单小学,北京100032

第一机构：北京市西城区教育学院,北京100050

年份：2020

卷号：0

期号：2

起止页码：17-21

中文期刊名：现代特殊教育

外文期刊名：Modern Special Education

收录：国家哲学社会科学学术期刊数据库

语种：中文

中文关键词：普通小学教师;学习障碍;认知

外文关键词：elementary school teacher;learning disabilities;cognition

摘要：采用自编《普校小学教师学习障碍认知情况调查问卷》,对251名接受过不同层次学习障碍培训的普通小学教师进行调查发现:普通小学教师对学习障碍认知的态度维度得分最高,知识维度次之,行为维度最低;普通小学语文学科教师对学习障碍认知的知识维度平均得分高于数学学科教师;普通小学不同教龄教师在学习障碍认知的行为维度得分上存在显著差异,从高到低依次为1-3年、4-6年、21年以上、11-20年;学习障碍专业培训对普通小学教师对学习障碍的态度、知识与行为均有明显影响。为此,可采取将学习障碍纳入我国教师教研或教师培训课程,为学习障碍学生创设良好的支持环境等措施,改善普通小学教师对学习障碍的认知情况。
A survey of 251 primary school teachers who have received different levels of learning disability training by using the self-designed questionnaire on cognition of learning disabilitiesof primary school teachers in general schools shows that:(a)the score of dimension of attitude of primary school teachers in general schools is the highest,followed by knowledge and behavior,(b)the dimension of knowledge of Chinese teachers in general schools is better than that of math teachers,(c)there are significant differences among teachers of different teaching age in the dimensions of behavior of learning disabilities,which are 1-3 years,4-6 years,over 21 years,and 11-20 years from high to low,(d)the professional training of learning disabilities has a significant impact on the attitude,knowledge and behavior of teachers in primary schools.According to the research results,some suggestions are put forward.Therefore,measures can be taken to include learning disabilities in the teachers’teaching and research or teacher training curriculum,and to create a supportive environment for students with learning disabilities.