Development of the Approach to Dialogue with Environment intended for Children with LD

为 LD 儿童开发与环境对话的方法

• 批准号: 06610263
• 负责人: HIRAYAMA Satoshi
• 金额: $ 0.45万
• 依托单位: KURASHIKI CITY COLLEGE
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06610263/
• 关键词: LD; ADHD; Learning Disabiliteis; Satoshi, Hirayama; The Approach to Dialogue with Environment; LD児; 学習障害児; -

Two Camps for the Approach to Dialogue with Environment were held. Several points found from these experiences wewe as follows.From my standpoint that the essence of Learning Disabilities is a low efficiency of learning, "efficient learning" were emphasized as a method of teaching. Efficient learning means dialogue with environment. The Approach to Dialogue with Environment could be defined as an educational-clinical method to promote learning by means of physical movement, and to progress mental and physical development. Concreate programs were (1)cognition & language, (2)rhythmic, (3)teaching of school subjects, (4)groupwork, (5)teaching of life etc. Befor the camp, instruction to trainer was given. Contents of instruction were lectures on theory and trainings how to use speech, expression, hands & legs.Partial factors of teaching obtained from this study were as follows.(1)physical movements to enhance his bodyimage(2)arrangment, adjustment, classification(3)emphasising necessary information and removing unnecessary information(4)discrimination of one' s profit, other's profit, common profit(5)discrimination between "one who takes" and "one who gives"(6)acquisition of process & procedure to life in society

举办了两届“与环境对话方法”营会。从这些经验中我们发现了以下几点。从我的观点来看，学习障碍的本质是低效率的学习，强调“高效学习”作为一种教学方法。有效的学习意味着与环境的对话。“与环境对话法”可以定义为一种通过身体运动促进学习，促进身心发展的教育-临床方法。具体项目有：(1)认知与语言，(2)韵律，(3)学校科目教学，(4)小组学习，(5)生活教学等。开营前，对训练师进行了指导。教学内容为理论讲座和语言、表情、手、腿的使用训练。本研究得出的教学影响因素部分如下：(1)增强身体形象的肢体动作(2)安排、调整、分类(3)强调必要信息，剔除不必要信息(4)对自己利益、他人利益、共同利益的区分(5)对“索取者”和“给予者”的区分(6)对社会生活过程和程序的获取

项目成果

平山 諭: "LD児を対象とした環境対話法の基礎概念" 倉敷市立短期大学研究紀要. 28. 45-50 (1998)

平山聪：“LD儿童环境对话法的基本概念”仓敷市立短期大学研究报告。28. 45-50（1998）。

Satoshi Hirayama co.: "Charactors of Personality of Mothers of Children with Learning Disabilites-A Suggestion to Environmental Dialogue Therapy" BULLETIN of KURASHIKI CITY COLLEGE. No.26. 95-101 (1996)

平山聪公司：《学习障碍儿童母亲的性格特征——对环境对话疗法的建议》仓敷城市学院公告。

Satoshi, Hirayama: "A Foundamental Concept of the Approach to Dialogue with Envieonment intended for Children with LD" BULLETIN of KURASHIKI CITY COLLEGE. No.28. 45-50 (1998)

平山聪：“针对 LD 儿童的环境对话方法的基本概念”仓敷城市学院公告。

平山 諭 他: "学習障害児をもつ母親の性格特性-環境対話法へのSuggestion-" 倉敷市立短期大学研究紀要. 26. 95-101 (1996)

Satoshi Hirayama 等：“学习障碍儿童母亲的性格特征 - 环境对话方法的建议”仓敷市短期大学公告 26. 95-101 (1996)。

平山 諭 他: "学習障害児をもつ母親の性格特性-環境対話法へのSuggestion-" 倉敷市立短期大学研究紀要. 第26号. 95-101 (1996)

Satoshi Hirayama等：“学习障碍儿童母亲的性格特征-环境对话方法的建议”仓敷市短期大学研究公报第26. 95-101号（1996年）。