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背景欢迎来信:[email protected]引导式教育起源于上世纪20年代的匈牙利,该法的理论基础是指通过他人的引导、诱发和教育,采用综合的康复手段,调动患者的自主运动等各方面的潜力,以娱乐性和节律性意向来激发患者的兴趣和参与意识,以此来促进功能障碍者的改善。近年来,我国各地也在积极开展引导式教育。由于指导思想和认识的误区,有些地区产生了引导式教育滥用的趋势,因此正确看待与合理应用引导式教育成为了一个亟须正视的问题。
Background Welcome letter: [email protected] Guided education originated in Hungary in the 1920s. The theoretical basis of this law refers to the mobilization of patients’ involuntary movements through the guidance, induction and education of others and the adoption of comprehensive rehabilitation measures And other potential, with entertaining and rhythmic intention to stimulate patient’s interest and sense of participation, in order to promote the improvement of dysfunction. In recent years, various parts of our country are also actively conducting guided education. Due to the misunderstanding of guiding ideology and understanding, some regions have had the tendency of abuse of guided education. Therefore, to correctly understand and apply guided education has become an urgent issue to be addressed.