2、自我监控训练。
2. Self monitoring training.
在这类训练中,训练者指导儿童主动运用内部语言定时监控自己的行为,一直到一个任务完成为止。在让儿童进行自我监控之前,训练者要先讲明具体作法。在最初几次,训练者需要观测儿童的自我监控情况,及时表扬儿童的正确行为,再逐步撤销外在监控。综观认知———行为训练模式,可以看到其突出特点是:尽量引导儿童成为自己学习过程的主动参与者;重视示范目标策略、方法的运用;以儿童的外部言语为中介。这些特点保证阅读障碍儿童对自己阅读学习过程的控制并改变其原有消极被动的反应风格。
In this kind of training, the trainer instructs the children to actively use the internal language to monitor their behavior regularly until a task is completed. Before children are allowed to conduct self-monitoring, the trainer should explain the specific methods. In the first few times, the trainer needs to observe the self-monitoring of children, praise the correct behavior of children in time, and then gradually withdraw the external monitoring. From the perspective of cognitive behavioral training model, we can see its outstanding characteristics are: to guide children to become active participants in their learning process; to attach importance to the application of demonstration target strategies and methods; and to use children's external speech as an intermediary. These characteristics ensure that children with dyslexia control their own reading learning process and change their original passive response style.
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