学习不良的界定与操作化定义（Definition and operational definition of learning disabilities）

学习不良的界定与操作化定义（Definition and operational definition of learning disabilities） 学习不良的界定与操作化定义(Definition and operational definition of learning disabilities) Definition and operational definition of learning disabilities Update Date: 2010-06-26 Click: Xin Qiang, Yu Guoliang [Abstract] Based on summarizing the definition of learning disabilities theory evolution and development rule, the concept of a bad learning preliminary box set, and then analyzes the operation of learning disabilities difference model and a variety of commonly used methods of operation. Keywords learning disability; theory definition; difference model; operation method; Classification number 59.826 LD (learning, disabilities) research is a fascinating and challenging subject. The subject itself has important theoretical significance and great practical value, which has prompted researchers to continue to explore, and has achieved encouraging results. However, the difficulties faced in the study mean challenges, and the most painful one is "learning disabilities". It is still a concept that has no definite connotation or extension. The divergence of theoretical definitions reflects the complexity of the phenomenon of learning disabilities and the diversity of people's understanding of its nature. Although there are differences in theory and the operation of the definition of the theory through various methods, the research can be guaranteed to be more scientific. In this paper, the evolution of learning disabilities definition process is analyzed, on the basis of the concept of the preliminary frame, compares various operating methods and the definition of hope, will help to deepen understanding of the concept and Research on learning disabilities phenomenon. 1 evolution of the theoretical definition of learning disabilities The theoretical definition is the grasp and definition of the essence of things reflected by the concept. What are the nature and nature of learning disabilities? Different understandings and responses to this question have produced various definitions of learning disabilities, and the evolution of these theoretical definitions reflects the deepening of this understanding. The evolution of the definition of learning disabilities follows the following process: 1.1 pioneering research: brain damage theory This century at the end of 50s, U.S. researchers at Thelander et al with mild brain injury associated with learning disabilities "proposed first" learning disabilities "the concept of [1], by Kirk et al. (1962196319681975) the effective interpretation, amendment and publicity, it is generally known as [2]. Prior to this, however, there were many pioneering studies. Gall can be traced back to the 1800 [3] observational study of brain damaged patients. Since then, research into brain damage and learning has attracted a great deal of interest. Broca, a French physician, pointed out in 1816 that damage to one part of the brain can cause aphasia, [4]. Goldstein found in 1939 that head injuries cause a variety of psychological and behavioral abnormalities, such as sensory disturbances, attention deficit hyperactivity disorder, ADHD, etc.. Strauss proposed the definition of brain injury in 1947, and thought that brain injury affected the normal learning process [5]. This phase of the study is carried out by doctors and physiologists who are interested in studying the effects of brain damage on learning. This study followed the biomedical model, with a focus on the relationship between brain structural damage and learning disabilities. The medical and physiological study of brain injury, to some extent, affected the later understanding and research of learning disabilities. However, Learning disabilities produced by brain injuries are not a learning disability in the modern sense. 1.2 scientific understanding of learning disabilities: brain dysfunction - mental process disorders - differences in intelligence, ability, and academic achievement In this century, early 40s to mid 60s, there is still widespread support for a medical model, learning disability is generally understood as the brain or central nervous system dysfunction, so that the "minimal brain dysfunction" has become synonymous with learning disabilities. This situation is particularly prominent in the medical profession. In 1963 the establishment of the Association for the study of children in the United States (Association for Children With Learning Disabilities, ACLD) by Kirk et al, advocated the use of "learning disabilities" concept of rapid popularization, from now on, learning disabilities as an independent research field is established. In the definition of Kirk, learning disabilities, reading, writing, oral English refers to mathematics and other subjects, behind obstacles or delays in development, this may be caused by brain dysfunction or emotional, behavioral disorders, mental retardation, and not feel deprived or cultural and educational factors [5]. The definition of the Kirk link, while continuing to emphasize "brain dysfunction" which is caused by an important reason for poor learning, but also has been exceeded, which emphasizes the effects of language and other disciplines of learning and emotional factors behind the behavior. Prior to this pioneering study, people used brain damage to explain learning and behavior problems, but the complexity of the latter cannot be explained by the damage of certain parts of the brain simply. So people try to explain it with brain dysfunction. Whether it is stressed that the structure of the brain injury or dysfunction, are not out of medical mode, at the time of the medical level, impossible to clarify the formation mechanism of learning disabilities, it cannot find the correct method of treatment and education. Since the middle of 60s, it is generally acknowledged that learning disabilities are mainly disorders of basic mental processes, which are caused by brain damage and minor brain dysfunction. A definition recommended by the the U.S.Office of Education (USOE) in 1977 clearly embodies this characteristic. The definition of learning disabilities is pointed out that one or more basic psychological obstacles in the process of understanding, the use of oral or written language, is reading, writing, thinking and mathematical computing ability of a defect of the. The term includes perception disorder and brain injury, minimal brain dysfunction, dyslexia, learning problems caused by the development of aphasia and other factors, but does not include mainly by visual, auditory, motivation disorder or mental retardation, affective disorders, [5] learning problems caused by environment, culture, and economic factors. Educators are more concerned with how to cope with "basic mental process disorders" and "capacity deficiencies" for remedial training. This is reflected in the definition. In the practice of education should focus on the process of learning or cognitive processing ability of remedial training, there have been fierce debate over [3], but few people have learning disabilities cause controversy caused by the diversity and complexity, instead of simply focus on structural damage or dysfunction of these brain physiological reasons. This also explains, In the study of learning disabilities, biomedical models are gradually being replaced by educational and psychological models. Through the analysis of the past ten years the main definitions of learning disabilities, can be found as follows: 1 the new views of children with learning disabilities is a heterogeneous group of disorders; there is information processing and social problems; the learning disabilities may throughout the lifetime development process, adults also have learning disabilities. By the United States National Joint Committee on learning disabilities (the National Joint Committee on Learning Disabilities, NJCLD) in 1988 and revised in the inclusive definition of these new ideas. The definition states that "learning disabilities" is a generic term for a heterogeneous group with significant difficulties or obstacles in the acquisition and use of listening, speaking, reading and writing, reasoning and mathematical abilities. The intrinsic barriers to these individuals may be caused by dysfunction of the central nervous system (i.e. dysfunction) and may run throughout life. Self regulating behavior, social perception and social interaction may coexist with learning disabilities, but they do not constitute learning disabilities. Although learning disabilities may be accompanied by other obstacles (such as the feeling of injury, mental retardation, severe emotional disturbance or bundle) external influences (such as cultural differences, inadequate or inappropriate, but not education) learning disabilities caused by these factors." The emergence of these ideas of [6] has something to do with the theory of information processing, the thought of lifelong development and the importance of social development. Through the analysis of the evolution of the definition of learning disabilities, it helps to grasp its development context, and to deepen the understanding of the nature of learning disabilities. The evolution of learning disabilities defined by the following rules: the transition mode from the medical model to education, psychology. This kind of change is related to the difficulties and limitations of the medical model discussion, and it is inseparable from the importance of the education of children with learning disabilities. The definition of the content focus of change. The first attempts from the physiological reasons (such as brain injury and brain dysfunction) to define learning disabilities, then emphasize learning disabilities is the basic psychological process obstacles, then focuses on the definition of operation to use the difference mode (below specific analysis). In fact, these three aspects can be combined to better summarize the nature and nature of learning disabilities, and some of the existing definitions also reflect the tendency of this synthesis, but the emphasis is somewhat different. The concept of extension was increasing. Learning disabilities initially only refers to the small part of the central nervous system of children: children later, refers to the process of information processing disorder caused by a variety of reasons; there are those who will have the social problems of children were included: some scholars even use the concept of learning disabilities in the school covers "trouble" and cannot be marked in other ways the part of the children's [2]. In fact, differences in academic achievement and ability of the operation criterion for the diagnosis of children with learning disabilities, is based on the principle of learning outcomes, learning disabilities, and no longer confined to the information processing disorder caused by nervous system disorders, such as learning disabilities and China's "poor health" concept is consistent. The phenomenon of learning disabilities, including the expansion of children from children to adults, also shows that the concept of learning disabilities has an extension of the concept.