摘要本研究采用ABC单一被试实验设计，以2名数学学习困难学生为被试，分别作为实验组和对照组，对实验组A同学采取教育干预和心理干预措施，对照组B同学采取一般性解题练习,通过比较实验组和对照组的结果评估了教育干预和心理干预的效果。本研究对A同学的教育干预以学习策略训练为主，并对其学习策略进行了以下两方面的训练：（1）认知策略训练（2）解题策略训练；同时对其进行了心理辅导干预。结果表明：（1）教育干预和心理干预对数困生的解题成绩的提高促进作用；（2）教育干预与心理辅导相结合的干预措施改善了数困生的学习方法、意志品质和学习态度。89202
Abstract: This study adopts the single subject experimental design ABC，Two students with math learning difficulties were selected as the experimental group and the control group respectively。 On the experimental A student to take education intervention and psychological intervention measures, the control B student to take a general problem solving exercises, By comparing the results of the experimental and control groups to assess the educational intervention and psychological intervention effect。 In this study, the education intervention of A students is mainly based on the training of learning strategies, and the training strategies are carried out in the following two aspects: (1) cognitive strategy training (2) problem-solving strategies training；At the same time, the experimental group was given psychological intervention。 Results show: (1) there is a significant effect on the education and psychological intervention to improve the mixed operation ability of mathematics learning difficulties students; (2) Education intervention and psychological counseling improved the learning methods, volitional quality and learning attitude of mathematics learning difficulties students。
毕业论文关键词：数学学习困难； 教育干预； 心理干预； 个案研究
Keyword: Mathematics learning difficulties； Educational intervention； psychological intervention；Case study
目 录源Y于U优I尔O论P文W网wwW.yOueRw.com 原文+QQ75201-8766
摘 要 2
Abstract: 2
1 引言 5
1。1 研究现状 5
1。1。1国内外对学习困难定义的研究 5
1。1。2国内外对数学学习困难的界定 5
1。1。3 数学学习困难的鉴别与评估 6
1。1。4 数学学习困难的教育与干预研究 7
1。2 问题的提出 8
1。3 研究的意义 8
1。3。1理论意义 8
1。3。2实践依据 8
2 研究方法 9
2。1 被试选择 9
2。1。1 被试对象 9
2。1。2 选择被试 9
2。2 研究设计 9
2。3 测量工具 9
2。4 研究过程 10
2。4。1 确定干预对象 10
2。4。2 基线期 10
2。4。3 干预期 10
2。4。4 保持期 12
3 结果与分析 数学学习困难儿童干预的个案研究:http://www.youerw.com/shuxue/lunwen_179348.html