找出可能的学生. 小学教师的思考,以典型的概念为基础,评估学生的一般学校运作
Stine Ekornes1, Solveig Holen2, Jo Magne Ingul1
1Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Trondheim, Norway.
Frontiers in psychology
|August 20, 2025
概括
挪威的教师通过与学生的个人基线进行评估,而不是年龄标准. 安全的学校环境对于学生的幸福和出席至关重要, 尤其对于焦虑或悲伤的孩子.
科学领域:
- 教育心理学
- 儿童心理学
背景情况:
- 教师使用教师报告表 (TRF) 评估学生的一般学校运作.
- 这项研究探讨了教师TRF评估背后的推理.
- 关于努力,行为,学习和情绪,TRF涉及将学生与典型同龄人进行比较.
研究的目的:
- 探索挪威小学教师在评估学生的一般学校运作时的推理和反思过程.
- 了解教师如何在评估中使用教师报告表 (TRF).
- 找出影响教师对学生正常运作的因素.
主要方法:
- 在完成TRF期间对教师推理的定性分析.
- 教师 (n=7) 参与了回声研究,使用了情感认知行为治疗计划.
- 专注于教师的比较评估策略.
主要成果:
- 教师主要使用个人相对比较 (个人基线),而不是群体或年龄相对比较.
- 一个安全的心理社会环境被认为是学校最佳运作和出席的关键.
- 这对于那些感到悲伤或焦虑的孩子来说尤为重要.
结论:
- 了解教师的评估推理有助于识别需要支持的学生.
- 教师的观察是检测学校运作不佳的早期预警信号的关键.
- 促进安全和支持性的学校环境有利于所有学生, 特别是那些有情绪挑战的学生.
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