【摘要】 目的:探讨研究学习困难儿童的气质、智商与正常儿童的差异,针对其不同特点,采取因材施教,促进儿童情绪和社会性行为的健康发展,防止行为问题的发生。方法:观察组208例(选IQ>70以上),平均成绩连续2年在班级第10百分位以下的儿童,对照组200例,与观察组同年龄段,平均成绩中上水平的正常儿童。两组儿童均采用8~12岁儿童气质问卷(MCTQ)、儿童韦克斯勒智力测试(WISC-R)对气质、智商进行评定。结果:(1)观察组总智商(FIQ)、言语智商(VIQ)、操作智商(PIQ)与对照组比较差异有统计学意义;(2)观察组与对照组比较,气质9个维度中部分维度差异有显著性。结论:学习困难儿童存在智力结构发育不平衡,气质特点有特殊性,应根据气质特点给予因材施教,让他(她)们健康成长。更多还原

【Abstract】 Objective: To explore the differences in temperament and IQ between the children with learning difficulties and the normal ones, we teach children in accordance with their aptitude and different characteristics, promote the healthy development of children’s emotion and social behavior, and prevent the occurrence of behavioral problems. Method: 208 cases of observation group(IQ>70), whose average grades of consecutive 2 years under 10 percentile in class, and 200 cases of the control group had the same age with observation group, but average intellectual level of normal children. Both groups were used 8-12 years old children’s temperament questionnaire(MCTQ), children Waxman Ie Intelligence test(WISC-R), to assess temperament and intelligence. Result:(1) The total intelligence quotient(FIQ), verbal IQ(VIQ), operation intelligence quotient(PIQ) of observation group had significant difference compared with control group;(2) The part dimensions between the nine of the makings in the observation group was significantly different from the control group. Conclusion: These results suggest that the development of intelligence structure is imbalanced, and temperament has particularity in the children of learning difficulties. So we should let him(her) grow healthily according to their temperament characteristics and aptitude.更多还原