A Case Study On The Intervention Of Learning Motivation In Children With Learning Disabilities

Learning Disabilities in our country is a considerable number of groups.First of all, from the perspective of school and society,at present our country fully implementing quality education in the primary and secondary schools,the quality education emphasizes for all students, and comprehensively improve the quality of students, yet all of the cognitive,mental health and social development of the children with learning disabilities cant meet the requirements of teaching outline,seriously affect the implementation of quality education,which affects the national quality. Secondly, from the perspective of the development of the individual,as a "special needs" of the group,in the face of many difficulties in academic and socialization process, the students under too much pressure and pain, and should be understood and attention.Therefore, how to educate and transform the children with learning disabilities has become a serious problem in our country.Learning motivation is the guide of learning. It has the function of arousing and maintaining learning behavior, choosing learning task and influencing academic performance and achievement. In numerous motivation theories,achievement motivation theory has always been one of the hot topics in the field of educational psychology research, and expectancy-value theory is one of the most important points, a relatively perfect modern expectations-value theory, and is widely used in education, psychology and other fields.In this study,Eccles et al. (1983) proposed the expectation value theory as the foundation, focusing on the expectations, values and emotional,using cognitive-behavioral psychological intervention model and case study method, selected 3 children with learning disabilities in the five grade of X school in Changchun, based on the in-depth study of the problem of learning motivation,,and design the intervention plan to case intervention of subjects, to improve their learning expectation, realize the value of learning,and keep a positive emotion and attitude,so as to improve the level of learning motivation, improve learning disorder, and then explore learning motivation intervention program for children with learning disabilities under the perspective of the expectation-value theory.The results showed that:1.Under the experimental conditions, the intervention has a certain effect in improving the learning motivation level.before and after the intervention, subjects’ learning ability self-efficacy, positive attribution attribution and practical value are improved to a certain extent, and negative attribution reduction; learning behavior self-efficacy, learning costs and emotional change is not obvious.2.Under the experimental conditions, the effect of intervention for the subjects’ academic performance is not obvious;3.Under the experimental conditions,in accordance with the differences in intelligence and achievement standards, learning interventions can improve the learning disability.4.The intervention of children with learning disabilities should be carried out in a long time,continuous evaluation of its intervention.