| 自我录像示范干预学龄初期儿童课堂学业自立的个案研究 |
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| 引用本文： | 凌 辉1,' target='_blank'>2,周玉霞1,陈 兰1,冯 洪3,周彩萍1,宁 柳1,李海斌1,张建人4. 自我录像示范干预学龄初期儿童课堂学业自立的个案研究[J]. 心理学探新, 2022, 0(6): 563-570 |
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| 作者姓名： | 凌 辉1 ' target='_blank'>2 周玉霞1 陈 兰1 冯 洪3 周彩萍1 宁 柳1 李海斌1 张建人4 |
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| 作者单位： | (1.湖南师范大学认知与人类行为湖南省重点实验室,长沙 410082; 2.湖南省心理健康教育研究基地,长沙 410081; 3.湖南文津教育研究院,长沙 410013; 4.海南医学院附属海南省妇女儿童医学中心,海南省热带脑科学研究与转化重点实验室,海口 571199) |
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| 摘 要： | 为了探讨自我录像示范对学龄初期儿童课堂学业自立养成的影响,研究采用单个被试的A-B实验设计,用自我录像示范对一名学龄初期儿童的课堂学业自立进行干预。结果表明:自我录像示范的干预能提高个案的课堂学业自立水平,在干预期和追踪期出现高课堂学业自立行为的频次均高于基线期。结论:自我录像示范能够促进学龄初期儿童课堂学业自立的养成。儿童对于示范录像中目标行为的习得和运用可以泛化到日常生活中类似的其他情境中,且情景越相似,效果越佳。
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| 关 键 词： | 自我录像示范 学龄初期儿童 课堂学业自立 个案研究 |
A Case Study of Video Self-modeling Intervention on Classroom Scholastic Self-supporting for the Early School Children |
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| Ling Hui1,' target='_blank'>2,Zhou Yuxia1,Chen Lan1,Feng Hong3,Zhou Caiping1,Ning Liu1,Li Haibin1,Zhang Jianren4. A Case Study of Video Self-modeling Intervention on Classroom Scholastic Self-supporting for the Early School Children[J]. Exploration of Psychology, 2022, 0(6): 563-570 |
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| Authors: | Ling Hui1 ' target='_blank'>2 Zhou Yuxia1 Chen Lan1 Feng Hong3 Zhou Caiping1 Ning Liu1 Li Haibin1 Zhang Jianren4 |
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| Affiliation: | (1.Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410082; 2.Research Center for Mental Health Education of Hunan Province,Hunan Normal University,Changsha 410081; 3.Hunan Wenjin Research Institute of Education,Changsha 410013; 4.Affiliated Maternal and Child Health Hospital,Key Laboratory of Brain Science Research & Transformation in Tropical Environment of Hainan Province,Hainan Medical University,Haikou 571199) |
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| Abstract: | In order to explore the effect of the intervention of video self-modeling on classroom scholastic self-supporting for the early school children,this study used a single subject's A-B experimental design to intervene a child's classroom scholastic self-supporting with video self-modeling.The results showed that the intervention of video self-modeling could improve the level of classroom scholastic self-supporting of the case,and the frequency of high classroom scholastic self-supporting in the intervention expectation and follow-up period was higher than that in the baseline period.Conclusion:video self-modeling can promote the development of early school children's classroom scholastic self-supporting.Children's acquisition and application of target behavior in the demonstration video can be generalized to other similar situations in daily life,and the more similar the situations are,the better the effect will be. |
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| Keywords: | video self-modeling early school children classroom scholastic self-supporting case study |
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