北京市初中生学习困难现况

胡真; 余小鸣; 李榴柏; 杨兴华; 朱广荣

doi:10.16835/j.cnki.1000-9817.2022.01.020

北京市初中生学习困难现况

doi: 10.16835/j.cnki.1000-9817.2022.01.020

胡真^{1, 2},
余小鸣²,
李榴柏²,
杨兴华³,
朱广荣^2, ,

1.
中国医学科学院北京协和医学院/阜外医院国家心血管病防治中心社区防治部，北京 102300
2.
北京大学医学部公共卫生学院/儿童青少年卫生研究所
3.
首都医科大学公共卫生学院流行病与卫生统计学系

基金项目:

北京市教育科学“十三五”规划2018年度优先关注课题项目 AEEA18009

详细信息

作者简介:
胡真(1995-)，女，河南驻马店人，在读博士，主要研究方向为心血管疾病、儿童青少年健康问题

通讯作者:
朱广荣，E-mail: zhuguangrong@bjmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 R749
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出版历程
- 收稿日期: 2021-09-30
- 修回日期: 2021-11-16
- 刊出日期: 2022-01-25

Prevalence of learning disabilities among middle school students in Beijing

1.
Division of Prevention and Community Health, National Center for Cardiovascular Disease, Fuwai Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing (102300), China

摘要

摘要: 目的筛查北京市初中学生学习困难发生率及分布情况，为后续相关研究和政策制定提供参考。方法于2019年10月到2020年1月，采用分层随机整群抽样方法，选取北京市城乡12所公立普通初中的初一、初二年级6 365名全体学生作为研究对象。使用联合型瑞文智力测验、主课成绩收集、教师判定等方法筛查学习困难学生。结果由教师对研究对象进行学习困难判定发现，文字阅读、阅读理解、文字书写、书面表达、数字计算、数学推理能力得分和量表总分分别为(20.78±4.00，18.16±4.35，21.50±3.89，20.06±3.92，21.12±5.23，18.67±5.35，120.28±19.99)分。学习能力总分存在城乡、性别和年级差异，城区好于郊区，女生好于男生，初二学生好于初一学生(t值分别为12.94，9.94，3.07，P值均 < 0.05)。筛选出学习困难学生445名，检出率为7.0%；阅读困难学生检出率为5.0%，书写困难学生2.7%，数学困难学生4.6%。结论学习困难学生在初中学生中发生率较高，需要高度重视。
- 学习障碍 /
- 精神卫生 /
- 学生 /
- 成绩不良
Abstract: Objective To understand the prevalence and distribution of learning disabilities among middle school students in Beijing. Methods By using stratified random cluster sampling, 6 365 students in grade one and grade two of 12 public middle schools in urban and rural in Beijing were selected. Criteria for learning disabilities included the following: on-campus healthy students without serious physical and mental diseases and normal IQ assessed by combined Raven intelligence test; positive in the teacher-rated Screening Scale for Middle School Students with Learning Disabilities; percentile ranking (below the bottom 10% percentile of grade) of the academic performance in the Chinese, mathematics and English tests. Results The learning disabilities of the subjects were determined by the teachers and it was found that the score of words reading, reading understanding, words spell, written expression, number calculation, mathematical reasoning and the total score of the scale were respectively (20.78±4.00, 18.16±4.35, 21.50±3.89, 20.06±3.92, 21.12±5.23. 18.67±5.35, 120.28±19.99) points. There were differences in the total score of learning ability between urban and rural areas, gender and grade. Urban area was better than rural area, girls were better than boys, and junior two students were better than junior one students(t=12.94, 9.94, 3.07, P < 0.05). A total of 445(7%) students with learning disabilities were detected. Reading disabilities accounted for 5.0%, dysgraphia 2.7% and math disabilities 4.6%. Prevalence of learning ability differed by urban-rural regions, gender and grade, with girls and students from urban areas and grade two being significantly lower(t=12.94, 9.94, 3.07, P < 0.05). Conclusion The prevalence of learning disabilities in middle school students is high, which needs more attention.
- Learning disorders /
- Mental health /
- Students /
- Underachievement
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同人口统计学特征学生学习能力得分比较(x ±s)

Table 1. Comparison of student learning ability scores with different characteristics(x ±s)

人口统计学指标		人数	统计值	文字阅读	阅读理解	文字书写	书面表达	数字计算	数学推理	总分
性别^*	男	3 327		20.23±4.34	17.44±4.53	20.82±4.32	19.53±4.20	21.00±5.21	18.58±5.33	117.60±21.20
	女	3 029		21.34±3.53	18.91±4.02	22.19±3.24	20.60±3.52	21.24±5.25	18.77±5.38	123.06±18.25
			t值	-10.09	-12.40	-12.99	-9.99	-1.61	-1.30	-9.94
			P值	< 0.01	< 0.01	< 0.01	< 0.01	0.11	0.19	< 0.01
地区	城区	3 776		21.07±3.95	18.63±4.28	22.05±3.57	20.66±3.62	21.28±5.78	18.78±5.77	122.47±19.07
	郊区	2 589		20.09±4.27	17.21±4.34	20.58±4.29	18.93±4.18	20.69±4.31	18.24±4.62	115.75±21.20
			t值	9.40	12.88	14.38	17.08	4.66	4.14	12.94
			P值	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01
年级	初一	3 408		20.66±4.03	18.07±4.15	21.39±3.85	19.56±3.77	21.13±5.08	18.66±5.04	119.47±19.94
	初二	2 957		20.90±3.96	18.26±4.56	21.61±3.93	20.59±4.01	21.11±5.40	18.69±5.67	121.17±20.01
			t值	-2.22	-1.56	-2.05	-9.53	0.15	-0.22	-3.07
			P值	0.03	0.12	0.04	< 0.01	0.88	0.83	< 0.01
注：*有缺失值。

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表 2 不同性别学生学习困难检出率

Table 2. Distribution of learning disabilities in male and female students

性别	混合型学习困难	阅读困难		书写困难		数学困难		合计
性别	混合型学习困难	文字阅读	阅读理解	文字书写	书面表达	数学计算	数学推理	合计
男	96(2.9)	131(3.9)	230(6.9)	96(2.9)	113(3.4)	102(3.1)	161(4.8)	304(9.1)
女	33(1.1)	45(1.5)	77(2.5)	23(0.8)	34(1.1)	60(2.0)	97(3.2)	141(4.6)
合计	129(2.0)	176(2.8)	307(4.8)	119(1.9)	147(2.3)	162(2.5)	158(2.5)	445(7.0)
注：使用SPSS替换缺失值中临近点的中间值法替换性别缺失值，最终得到男生3 330名，女生3 035名。()内数字为检出率/%。

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