Study On The Influence Of Problem-based Learning Parent Training Model On Parent-Child Communication Of Parents Ofchildren With Developmental Disorders

This study is based on the problems existing in parent-child communication of children with developmental disorders and the current poor training results."Problem-Based-Learning" originated in the 1950 s,and its core idea was to set learning into problem situations.By allowing learners to cooperate in solving authentic problems,they can learn the scientific knowledge hidden behind the problems,master the skills to solve the problems,and form the ability of autonomous learning.The "problem-centered" training model has made different attempts in teacher training and principal training,and has achieved good results.However,there are few studies on applying this model to parent training.This study applies this model to parent training and trains parent-child communication in order to improve the parent-child communication level of children with developmental disabilities.This study adopts the Quasi-experimental Research method,and the research subject is 20 parents of children with developmental disorders from a training institution in Nan 'an District of Chongqing City.Parents were randomly divided into an experimental group and a control group with 10 people in each group.Parents in the experimental group received a 60-minute training intervention for 12 weeks,once a week,while the control group did not receive any intervention.The research measures the effect of parents' training according to the subjects' pre-test and post-test scores in the Parent-Child Communication Questionnaire,and supplements the experimental results through the analysis of qualitative materials.Results:(1)Before the intervention,there was no significant difference in parent-child communication between the experimental group and the control group.(2)After the intervention,there were significant differences in parent-child communication between the experimental group and the control group.(3)There were significant differences in parent-child communication level between the experimental group before and after intervention.(4)The level of parent-child communication in the control group had no significant difference at the same time.Conclusion:(1)The design of "problem-centered" training process for parents of special children is of practical significance.(2)"Problem-centered" parent training can effectively improve the level of parent-child communication among parents of children with developmental disabilities.(3)The "problem-centered" training model is suitable for parents' training and has achieved good effects.