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在“ADHD教师评定量表”编制过程中,因子提取时发现因子变异现象,分析结果表明:教师在评估ADD学生时,通常认为学习活动与社会性不良在ADD学生身上表现的不是正相关,常常会把这两个问题分开来考虑。
In the process of compiling ADHD Teacher Rating Scale, factor variation was found during factor extraction. The results showed that when assessing ADD students, teachers usually think that learning activity and social dysfunction are not positively correlated with ADD students Often these two issues will be considered separately.