【摘要】 目的探讨学习不良儿童的家庭环境特点,以了解影响儿童学习成绩可能的环境因素。方法随机抽取常熟市区3所小学作为研究对象,采用分层整群抽样原则,以上学期期中期末考试的语文、数学、英语成绩作为分组依据,结合班主任的评价分成学习不良儿童组和优秀儿童组,对筛选出的儿童采用自编问卷由父母填写。结果学习不良儿童的父母普遍存在错误的观点:他们认为儿童学习成绩差是由于不用功、上课注意力不集中所致;在教育上他们是斥责打骂、陪读加督促;在家庭生活中,因为孩子学习不好而影响到家庭和睦及亲子关系。结论父母的教育及其本身的情绪问题与儿童的学习成绩有一定的关系。更多还原

【Abstract】 Objective To investigate the family environment of the children with learning disability and to understand the possible impact of the environmental factors Methods The students of four primary schools in Changshu were randomly sampled. Then, by their mid-term exam scores on Chinese, Mathematics, and English, and with their teachers’ comments, the students were clustered into two groups, learning disability group and good performance group. The parents were divided into child disability group and good performance group. The parents of these two groups were asked to fill a questionnaire designed by the researchers. Results Parents of learning disability groups tended to account their child’s poor performance to child’s lack of concentration and effort on their study. Therefore, they tended to blame, physically punish and intensively supervise their child in order to make their child improve the school performance. Also, in the family life, their child’s learning disability had a negative impact on their marriage and parent-child relationship. Conclusion There was a relation between poor school performance and parenting styles, and parents’ emotional problems.更多还原