Construction And Practice Of The Learning Strategy Training Model For Learning Disability Children

The study of learning disability children has always been a hot issue in the domain of education and psychology. The current studies in our country have been mostly concerned with exploring the causes and affecting factors of learning disability. There are seldom group training or individual training conducted from the view of cognition to train the learning disability students, therefore we lack the scientific and systematic learning strategy-training methods . The purpose of this study is to create a scientific, systematic and effective learning strategy-training model for Chinese learning disability children.Research Methods and General ProcessFirstly, by using the literature Review method, the paper analyzes and summarizes the cognition theory, learning theory, learning strategies theory, and meta-cognition theory as well as PASS theory, analyzes and compares the learning strategy training models for learning children abroad, and explores the main factors and common traits of the model's success. All these are considered to lay the theoretical base for creating a learning strategy training model of our own.The second, in order to provide some positive evidences for building the whole construction and the reasonable training contents, this paper takes an approach of experiment to study and explore the cognition and meta-cognition development level and traits of learning disability children.The third, based on the two processes above, the study constructs the learning strategy training model named Cognition and Monitor for learning disability students .The model includes: the general frame, the basic components, the function and the relationship among different components, the relationship between the model and the subject learning, and the model's implementation principles as well.The forth, the study puts the constructed model into practical training and teaching examination in order to test whether it is effective. The target group contains 58 learning disability students from Grade 3 to Grade 5 in primary school accepted for two semesters' training based on the training model established. The contents of the training mainly include: attention and monitor, elaboration and monitor, organization and monitor, and learning resources management strategy.Finally, after series of training, the study uses the methods of interview in time, follow-up survey, case analysis, and single subject experiment to evaluate in a comprehensive way whether the Cognition and Monitor learning strategy-training model is practicable and effective.Preliminary findingsFirstly, the application of Cognition and Monitor learning strategy model which combined cognition with meta-cognition can effectively raise the learning disability students' Domain-specific learning strategy level or cognition strategies, including attention concentrating, reciting, Elaboration, organization, and the ability to comprehensively use all of these strategies.The second, the application of Cognition and Monitor learning strategy training model can effectively improve the level of learning disability students' Domain-general learning strategy or meta-cognition strategy, including the abilities to aware, monitor and regulate one's own cognition process, and the ability to manage learning resource as well.The third, for learning disability students, the application of Cognition and Monitor learning strategy training model can effectively improve students' ability to transfer cognition and meta-cognition strategies obtained in training situation to learning situation and can improve learning efficiency as well.The Creative Points and FeaturesThe first, this study has created a scientific, systematic, and effective learning strategy training model for learning disability students. Firstly, from the existing literatures we can see that: there is no such a scientific and systematic model and method in China .So the model is a creative one. In addition, the model's frame contains the core thoughts and contents of modern cognition psychology, such as meta-cognition and PASS theory etc., which are served as theoretical base for the model. So the model is a scientific one. Secondly, the main training contents were determined by modern learning strategy's definition and components. The training not only aims at improving certain concrete learning strategies, but also aims at improving the comprehensive and systematic ones. Particularly speaking, the training integrated cognition strategy and meta-cognition strategy, which is undoubtedly coincident with general cognition and learning principles. So, the model is a systematic one. Thirdly, the findings we get from the practice of instruction have proved that: the model is practicable in application; it can effectively improve the level of both cognition strategies and meta-cognition strategies, which eventually leads to the improvement of learning efficiency. So the model is an effective one.The second, inspired by Gagne's Elaboration Strategy Flow Chart, the study builds two more parts: Attention Strategy Flow Chart and Organization Strategy Flow Chart. The three flow charts have combined the concrete cognition with meta-strategy harmoniously and masterly. That is to say, in the process of learning strategy, it focused on training ont only the concrete cognition strategy application ability but also the student's own cognition process monitoring ability, which are also refered to as the core thoughts and contents of Cognition and Monitor training model.The third, in the formulation of Organization and Monitor, the study puts forward the thoughts of different text materials' categories and the relationship between them. For text materials, there are three basic organization frames (liner, coordinate, netty) and three deriving frames (liner in liner, netty in liner, liner in netty).The significances of raising the thought are: firstly, enriching the concrete content of organization strategy instruction. Secondly, offering effective and concrete organization methods to different text materials. Thirdly, it is helpful for everyone to memorize and understand text materials.The forth, in determining the contents of Elaboration and Monitor, the study based on the Elaboration meaning in modern learning strategy theories, organizes and summarizes the present learning methods. In the end, seven concrete Elaboration methods and general application Elaboration strategy methods are presented. The significances of this work are: firstly, offering practicable, concrete methods and contents in the Elaboration strategy training instruction; secondly, the Elaboration methods are universal, it means that, it will be helpful for everyone to memorize and understand text materials.The fifth, multi-methods are used in the research, including both qualitative study and quantitive study. For example: in the process of case study, the paper integrates the traditional descriptive narration with single subject experiment method that raised the study reliability and validity to some extent. In the evaluation of Cognition and Monitor learning strategy, the paper attempts to use multi-evaluation methods to emphasize the role of both results and process. For example, In the training process of Attention and Monitor, Elaboration and Monitor, Organization and Monitor, the study, by taking the approaches to interview and to thinking through talks etc., tries to understand student's thinking, and to infer the effects of evaluation training by relating to their exterior behaviors .Of course the methods mentioned are not the creative points of my research, exactly speaking, it is a new attempt or a feature of my study.