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目的探讨家庭环境因素对小学生学习的影响。方法采用自制家庭资料问卷和家庭环境量表(FamilyEnvironmentScale,FES)的问卷方法对61名学习困难小学生(小学生组)的家庭环境进行调查,并与328名常模组进行比较。结果学习困难的小学生组中,独生子女占85.25%,单亲家庭占14.75%,非父母教养占19.68%,父母职业工人居中多,文化程度偏低。学生的父或母所调查的FES中亲密度、情感表达、独立性、知识性、控制性均明显低于常模组(P均<0.05)。结论学习困难小学生的家庭结构不平稳,父母文化偏低。环境中的10个因素中亲密度不够、情感表达较差、独立性较差、知识性较差、家庭控制性较差。矫治学习困难的儿童时,除了关注其本人和学校方面的因素外,更要关注其家庭结构和环境,给予综合性的矫治工作。
Objective To explore the impact of family environment on pupils’ learning. Methods The questionnaire of Family Environment Scale (FES) was used to investigate the family environment of 61 children with learning disability (primary school pupils group) and compared with 328 norms group. Results Among the primary school students with learning difficulties, only-child children accounted for 85.25%, single-parent families 14.75%, non-parent children 19.68%, parents occupations were more middle-class and education level was lower. The intimacy, emotional expression, independence, knowledge and control of FES were significantly lower than those of the normal group (all P <0.05). Conclusion The family structure of pupils with learning difficulties is not stable and their parents’ culture is low. Among the 10 factors in the environment, intimacy is not enough, emotion expression is poor, independence is poor, knowledge is poor, and family control is poor. In correcting children with learning difficulties, apart from paying attention to their own and school factors, they should also pay more attention to their family structure and environment and give comprehensive corrective work.