摘要
本文介绍了"温情教育"多元干预模式,并以国家专利产品"易学灵"乐学训练人机对话系统为训练载体,以行动研究法对河北省邢台市陶行知中学初一27名数学和英语学习困难学生进行为期一个月的干预训练和辅导,取得了初步成效。结果证明:(1)"温情教育"多元干预模式具有较高的科学性、针对性、系统性和实效性;(2)国家专利产品"易学灵"乐学训练人机对话系统能够有效矫治学困;(3)情绪智力和非智力因素培养、积极心理辅导、课业学法指南等多元课程发挥了相得益彰的综合效应;(4)学困干预行动研究有利于教师优化学困生干预实践;(5)尽管被试总体进步明显,最好的被试进步名次达到99名,但也有个别被试表现不理想,原因有待深究。
This study introduces the MILl） Multi-Intervention for Leaming Difficulties. The authors make an action research by using the patented product ＂Enjoy-Learning System,＂ a human-computer dialogue system, to give a one-month-long intervention training to 27 first-year lower secondary school students with math and English learning difficulties from the Tao Xingzhi Experimental School in Xingtai City, Hebei Province, and the training has achieved satisfactory results. The findings show the following： （1） the MILD Multi-Intervention for l_earning Difficulties is a scientific, systematic and effective model of intervention appropriate for students with learning dif- ficulties; （2） the ＂Enjoy-Leaming System＂ can be used to effectively treat students with learning difficulties; （3） a variety of courses, such as the development of emotional intelligence and non-inteUigence, positive psychologi- cal counseling, and the guide to learning the subjects, have a complementary effect; （4） the action research into learning difficulties helps teachers optimize practice in the intervention of students with learning difficulties; （5） on the whole, the students trained have made significant progress, but a small number of them have made slow improvements, the reasons for which are to be explored.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第9期56-62,共7页
Chinese Journal of Special Education
基金
官群主持的全国教育科学"十二五"规划教育部重点课题"中小学学困生学习心理发展特点及教育矫正研究"(批准号:DBA 120179)的阶段性成果
关键词
温情教育
易学灵
学困生
MILD Multi-Intervention for Learning Difficulties Enjoy-Learning System students with learning difficulties
