摘要
运用自编问卷,考察130名学业不良儿童与788名一般儿童在家庭主客观教育资源上的异同。结果表明,学业不良儿童的家庭教育资源在家长受教育水平、家长期望值、家庭学习氛围方面显著低于一般儿童,学业不良儿童家长提供的学业支持存在不同于一般儿童的特点。文章分析了造成学业不良儿童家庭教育资源不足的可能成因并提出了相应的教育建议。
Using self- made questionnaire, this study examines 130 children who are academic low- achievers and 788 normal children in terms of their subjective and objective family educational resources. The results indicate that parental educational level, parental expectation, learning atmosphere in the family, and the attention to children＇ s learning habits of the low - achievers are significantly poorer than those of the normal ones. The article analyses the possible causes of the family educational resources of the low achievers and provides some corresponding educational suggestions.
出处
《中国特殊教育》
CSSCI
北大核心
2007年第6期85-88,共4页
Chinese Journal of Special Education
基金
北京市教育委员会人文社科课题"学业不良成因及对策研究"
北京市市属市管高校"人才强教计划"之拔尖创新人才项目的资助。
关键词
学业不良儿童
客观性家庭教育资源
主观性家庭教育资源
children who are academic low- achievers objective family educational resources subjective family educational resources
