摘要
为了解小学班主任对注意缺陷多动障碍(ADHD)儿童的指导能力,以北京市263名小学班主任为被试,从知识、信念和辅导策略三个方面进行了问卷调查。结果表明:(1)班主任对于ADHD儿童的了解程度处于中等水平,对ADHD症状和病因的了解程度要好于治疗方面;(2)班主任关于ADHD儿童的积极信念和消极信念并存,他们对ADHD儿童的困难表示理解,但是对自己的指导能力缺乏信心;(3)班主任缺少个性化的学业和行为辅导策略,家校沟通和积极强化是最常用的方法。
This study was aimed to examine primary class directors'guidance ability to attention deficit hyperactivity disorder(ADHD).263 primary class directors in Beijing were chosen as subjects to conduct a questionnaire survey from three aspects:knowledge,belief and management strategy.The results exhibited that:(1)class directors'understanding of ADHD children was at a medium level,and the knowledge of the symptom and causes of ADHD is better than that of the treatment;(2)class directors'positive and negative beliefs about ADHD children coexisted.They understood the difficulties of ADHD children,but lacked the confidence of their guidance ability;(3)class directors lacked personalized academic and behavioral management practices.The common methods of management strategies included home-school communications and positive reinforcement.
作者
金颖
JIN Ying(College of Education Management and Psychology,Beijing Institute of Education,Beijing,100120)
出处
《中国特殊教育》
CSSCI
北大核心
2019年第9期64-69,共6页
Chinese Journal of Special Education
基金
北京市教育科学“十三五”规划2017年度青年专项课题“小学班主任对注意缺陷多动障碍儿童行为问题的班级干预研究”(项目编号:CCEA17139)研究成果的一部分
关键词
注意缺陷多动障碍儿童
小学
班主任
指导能力
attention deficit hyperactivity disorder
primary school
class director
guidance ability
