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目的:探讨聋人大学生学习策略训练及其成效,为聋人高等学院教师提供学习策略训练的参考依据。方法:从长沙职业技术学院抽取两个班的聋人大学生,将其随机分为实验组和对照组,对实验组学生进行连续1年的学习策略训练,并采用自编的学习策略量表对全体学生进行训练前、后测试。同时,对比训练后实验组和对照组的3门主干课程成绩的差异。结果:学习策略训练后,实验组学习策略应用总均分、资源管理策略分量表的得分显著高于对照组(t=3.92,5.17;P<0.001);训练后,实验组的3门专业主干课程成绩显著高于对照组(t=2.338,3.988,4.006;P<0.05)。结论:学习策略训练可以提升聋人大学生的学习策略应用水平,提高学业成绩。
Objective: To explore the learning strategy training for deaf college students and their effects, and to provide reference basis for learning strategy training for deaf college teachers. Methods: Two classes of deaf college students were selected from Changsha Vocational and Technical College. The students were randomly divided into experimental group and control group. The students of experimental group were trained for one year of learning strategy and self-made learning strategy scale All students to conduct training before and after the test. At the same time, the differences between the three main courses in experimental group and control group after training were compared. Results: After learning strategy training, the scores of total strategy score and resource management strategy subscales in experimental group were significantly higher than those in control group (t = 3.92,5.17; P <0.001). After training, three professional backbone Course scores were significantly higher than the control group (t = 2.338,3.988,4.006; P <0.05). Conclusion: Learning strategy training can improve the application of learning strategies for deaf college students and improve their academic performance.