育苗幼儿学校多动症儿童行为矫正教学研究

育苗幼儿学校多动症儿童行为矫正教学研究(论文9500字)
摘要
学前教育是我国教育体系中重要的组成部分，也是对学龄前幼儿重要的教育阶段。幼儿多动症是幼儿在生长发育中常见的一种儿童行为障碍，一般发病于幼儿，主要表现为好动、兴奋、多哭闹等症状。这也是在幼儿教育中需要特别关注的病症，需要通过不同的教学方法来适当矫正。本文以育苗幼儿学校作为案例学校，对幼儿多动症及其教学方法展开研究，首先介绍了研究的背景及意义，国内外学者研究的现状；其次，阐述了幼儿多去症的相关概述，定义及特点等；再者，针对目前育苗幼儿学校在幼儿多动症的矫正教学现状进行研究分析；最后，对育苗幼儿学校的在多动症矫正教学方法中存在的问题提出对策建议，旨在提高对多动症儿童的矫正效果。

关键词：多动症；育苗幼儿学校；矫正；问题与建议

Abstract
Preschool education is an important part of our education system and it is also an important stage of education for preschool children. ADHD is a kind of child behavior disorder commonly seen in children's growth and development. It usually affects young children and mainly manifests as symptoms such as hyperactivity, excitement, and crying. This is also a condition that needs special attention in early childhood education and needs to be properly corrected through different teaching methods. This article takes nursery nursery school as a case school to study ADHD and its teaching methods. First of all, it introduces the background and significance of the research, and the current situation of domestic and foreign scholars' research. Secondly, it describes the relevant overview, definitions and characteristics of children with multiple athesia. Etc. Furthermore, research and analysis are carried out on the status quo of correctional education of children with ADHD in the current nursery nursery schools; finally, the problems in the ADHD correction teaching methods in the nursery nursery schools are proposed to improve the corrective effect on children with ADHD.

Key words: ADHD; Nursery Nursery School; Corrections; Problems and Suggestions

目录
第1章　引言    1
1.1  研究背景及意义    1
1.1.1 研究背景    1
1.1.2 研究意义    1
1.2  国内外研究现状    1
1.2.1 国外研究现状    1
1.2.2 国内研究现状    2
1.3  研究方法    2
第2章　儿童多动症相关理论概述    3
2.1  儿童多动症的含义    3
2.2  儿童多动症的特点    3
2.3  多动与好动的区别    3
第3章  育苗幼儿学校对多动症儿童教学现状    5
3.1  育苗幼儿学校简介    5
3.2  教学中对多动症儿童教学方法的现状    5
3.2.1 教学中多动症儿童的判断现状    5
3.2.2 多动症儿童的矫正教学现状    6
3.2.3 学校在后续的教学中的矫正方案    6
第4章  儿童多动症在行为矫正的教学问题分析    8
4.1  教师比例不高，对儿童多动症的判断不严谨    8
4.2  对儿童多动症的矫正方案过于形式化    8
4.3  对儿童多动症的跟进教育方案较简化    9
第5章  儿童多动症行为矫正教学方法的对策分析    10
5.1  加强教师在儿童多动症矫正的专业培养    10
5.1.1 建立判断儿童多动症的流程    10
5.1.2 加强对教师在行为多动症教学方面培养    10
5.2  提高矫正教学的专业性和针对性    11
5.2.2 联合家长进行多方面共同矫正    11
5.2.1 培养良好的习惯与学习兴趣    11
5.3  加强多动症儿童矫正的跟进方案    11
第6章 结论    13
参考文献    14
致谢    16