摘要
本文首先分析了"智商-成就差异模式"用于鉴别学习障碍存在的问题,而后评述了一种新的评估模式,即干预反应模式的内涵及其特点,并对其核心成分——课程本位测量的编制方法、特点及其应用进行介绍,以期对我国开展相关的研究和教育实践提供参考。
This article probes into the problems arising out of the IQ-achievement discrepancy model＇s use in the identification of learning disabilities. Also, it introduces a new assessment model, namely the intervention reaction model, especially its connotations and characteristics, as well as the development, features and application of its central component （curriculum-based measurement）, which is expected to have an enlightening effect on relevant research and practice in China.
出处
《中国特殊教育》
CSSCI
北大核心
2012年第9期9-12,23,共5页
Chinese Journal of Special Education
关键词
学习障碍
智商——成就差异模式
干预反应模式
课程本位测量
learning disabilities IQ-achievement discrepancy model intervention reaction model curriculum-based measurement
