(二)认知——行为干预模式与行为干预模式的那种特别强调教师的指导作用的论点不同,认知———行为干预模式强调阅读障碍儿童形成主动的、自我调控型的学习风格。该模式的创立者认为,个体自身可以控制自己的行为,所以,行为的出现并不单纯取决于环境刺激或行为后果,而受其自身认识评价系统即元认知系统的影响,阅读障碍儿童所具有的潜能与实际表现间的差距,其原因在于他们学习过程是消极被动的,不会使用有效的策略。如果提高其策略使用的水平,阅读障碍儿童的学习状况也会得到改善。从这一“策略缺陷”的病理机制观点出发,认知———行为干预模式主张对阅读障碍儿童进行认知策略训练和自我控制训练(或自我指导训练)。
(2) Cognitive behavioral intervention model is different from that of behavioral intervention model, which emphasizes the guidance of teachers. Cognitive behavioral intervention model emphasizes that children with dyslexia form active and self-regulated learning style. The founders of this model believe that individuals can control their own behaviors. Therefore, the emergence of behaviors does not only depend on environmental stimulation or behavioral consequences, but also on the impact of their own cognitive evaluation system, namely metacognitive system. The reason for the gap between the potential and actual performance of children with dyslexia is that their learning process is passive and will not be used effectively Strategy. If we improve the level of strategy use, the learning situation of dyslexic children will also be improved. From the point of view of the pathological mechanism of this "strategy defect", the cognitive behavioral intervention model advocates cognitive strategy training and self-control training (or self-directed training) for children with reading disabilities.
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