《中国康复理论与实践》

《中国康复理论与实践》 ›› 2014, Vol. 20 ›› Issue (11): 1017-1021.

• 专题 • 上一篇    下一篇

听力损失学生学习成绩的相关因素

张婷   

  1. 南京特殊教育职业技术学院，江苏南京市210038
  • 收稿日期:1900-01-01 修回日期:1900-01-01 出版日期:2014-11-25 发布日期:2014-11-25

Factors Related to Academic Achievement in Hearing Impaired Students

ZHANG Ting   

  1. Nanjing Technical College of Special Education,Nanjing, Jiangsu 210038, China
  • Received:1900-01-01 Revised:1900-01-01 Published:2014-11-25 Online:2014-11-25

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摘要： 目的探讨听力损失学生学习成绩的相关因素。方法采用自编“ 听力损失学生学业相关情况调查问卷” 对110 名听力损失大学生进行问卷调查，以高考入学成绩为因变量，问卷项目为自变量进行相关性分析。结果听力损失学生的自身因素(如学习态度、学习动机、学习经验、心理情绪因素)、教师方面的因素(如教学目标的制定、教师品质、教师专业知识)、家庭环境、父母的积极参与、早期干预等与高考入学成绩呈正相关；性别、听力损失程度等因素与高考入学成绩无显著相关性。结论听力损失学生的学习动机、早期干预、教师、父母等社会环境是影响其学习成绩的因素。

关键词: 听力损失, 学习成绩, 影响因素, 环境

Abstract: Objective To investigate the factors associated with the academic achievement of the students with hearing impairment.Methods 110 undergraduates with hearing impairment were investigated with self-edited questionnaire, and their scores of Gaokao (University Entrance Examinations) were collected as the dependent variable. The correlation between the factors listed in the questionnaire and the scores of Gaokao was analysed. Results The personal factors of students (learning attitudes, motivation, learning experiences, psychological and emotional factors, etc.), the factors of teachers (development of teaching objectives, characters, professional knowledge, etc.), and the social economic factor of family, the action of parents for the education and the early intervention correlated with their academic achievement, while the gender and the degree of hearing loss did not. Conclusion The academic achievement mainly associate with the personal and environmental factors, such as the learning motivation, the early intervention, the teachers, and the parents, but not the body function, in the hearing impaired students.

Key words: hearing impairment, academic achievement, related factors, environment