目的研究轻度智力残疾儿童的自尊、心理地位特征,以及适应性行为对自尊和心理地位的影响。方法 2019年11月至2020年1月,对上海162例轻度智力残疾儿童进行调查。采用适应性行为评定量表第二版(ABAS-Ⅱ)、Rosenberg自尊量表(SES)和心理地...目的研究轻度智力残疾儿童的自尊、心理地位特征,以及适应性行为对自尊和心理地位的影响。方法 2019年11月至2020年1月,对上海162例轻度智力残疾儿童进行调查。采用适应性行为评定量表第二版(ABAS-Ⅱ)、Rosenberg自尊量表(SES)和心理地位量表(LPS)进行评价。使用结构方程模型研究适应性行为对自尊与心理地位的具体影响。结果轻度智力残疾儿童的SES评分为(23.52±5.49),显著低于常模(28.75±4.86)(t=-12.140, P <0.001);LPS评分为(50.76±11.85)。结构方程模型显示,适应性行为中的概念技能对轻度智力残疾儿童的心理地位有负向影响(B=-0.450, P <0.05);社会技能(B=0.480, B=0.331, P <0.05)和实用技能(B=0.490, B=0.294, P <0.05)对轻度智力残疾儿童的心理地位和自尊有正向影响。结论轻度智力残疾儿童的自尊水平略低,心理地位水平达到理论中值。适应性行为中,社会技能和实用技能均对自尊和心理地位有显著的正向影响,概念技能对心理地位有负向影响。展开更多
Using a qualitative case study approach,the authors analyzed the curriculum adaptation process for one project learning activity in School K,which is a SID school in the context of school-university collaboration.Mult...Using a qualitative case study approach,the authors analyzed the curriculum adaptation process for one project learning activity in School K,which is a SID school in the context of school-university collaboration.Multiple sources of data were collected for triangulation,including interviews,documents and observations.Curriculum adaptation strategies in this study were analyzed from five perspectives:instructional goals,instructional content,instructional strategies,instructional settings,and student behavioral needs.It was found that curriculum adaptation efforts could help students with ID develop potential at their own level through project learning activates and teachers could also gain professional development during the university-school collaboration process.As for future studies,enlarging the sample size,involving teachers’past orientations and motivations in the project learning process,and collecting quantitative data could all be taken into account.展开更多
文摘目的研究轻度智力残疾儿童的自尊、心理地位特征,以及适应性行为对自尊和心理地位的影响。方法 2019年11月至2020年1月,对上海162例轻度智力残疾儿童进行调查。采用适应性行为评定量表第二版(ABAS-Ⅱ)、Rosenberg自尊量表(SES)和心理地位量表(LPS)进行评价。使用结构方程模型研究适应性行为对自尊与心理地位的具体影响。结果轻度智力残疾儿童的SES评分为(23.52±5.49),显著低于常模(28.75±4.86)(t=-12.140, P <0.001);LPS评分为(50.76±11.85)。结构方程模型显示,适应性行为中的概念技能对轻度智力残疾儿童的心理地位有负向影响(B=-0.450, P <0.05);社会技能(B=0.480, B=0.331, P <0.05)和实用技能(B=0.490, B=0.294, P <0.05)对轻度智力残疾儿童的心理地位和自尊有正向影响。结论轻度智力残疾儿童的自尊水平略低,心理地位水平达到理论中值。适应性行为中,社会技能和实用技能均对自尊和心理地位有显著的正向影响,概念技能对心理地位有负向影响。
文摘Using a qualitative case study approach,the authors analyzed the curriculum adaptation process for one project learning activity in School K,which is a SID school in the context of school-university collaboration.Multiple sources of data were collected for triangulation,including interviews,documents and observations.Curriculum adaptation strategies in this study were analyzed from five perspectives:instructional goals,instructional content,instructional strategies,instructional settings,and student behavioral needs.It was found that curriculum adaptation efforts could help students with ID develop potential at their own level through project learning activates and teachers could also gain professional development during the university-school collaboration process.As for future studies,enlarging the sample size,involving teachers’past orientations and motivations in the project learning process,and collecting quantitative data could all be taken into account.
