学习困难的评估、鉴别和干预

金星明; 池霞

doi:10.11852/zgetbjzz2025-0200

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中国儿童保健杂志 ›› 2025, Vol. 33 ›› Issue (4) : 359-362. DOI: 10.11852/zgetbjzz2025-0200

专家笔谈

学习困难的评估、鉴别和干预

金星明¹, 池霞²

作者信息 +

Identification and intervention of learning difficulties

JIN Xingming¹, CHI Xia²

Author information +

文章历史 +

摘要

学习困难(learning difficulty)是较为常用的一个临床用语,从广义上来说,它代表着一个症候群,从狭义上则为特定学习障碍。其原因涉及生理、心理和环境因素。临床需要综合评估,识别学习困难的谱系,作出诊断和鉴别诊断,提供干预和治疗。学习困难的临床实践中,儿童保健医师起着至关重要的桥梁作用,除评估和转介外,还需注重医教结合及跨专业的团队协作。

Abstract

Learning difficulty is a commonly used clinical term that broadly represents a syndrome and narrowly refers to specific learning disabilities. Its etiology encompasses physiological, psychological, and environmental factors. Clinically, a comprehensive assessment is required to identify the spectrum of learning difficulties, make a diagnosis and differential diagnosis, and provide interventions and treatments. The child health care physicians play a crucial bridging role in clinical practice. Beyond assessment and referral, they must also emphasize the integration of medical and educational approaches and interdisciplinary team collaboration.

导出引用

金星明, 池霞. 学习困难的评估、鉴别和干预[J]. 中国儿童保健杂志. 2025, 33(4): 359-362 https://doi.org/10.11852/zgetbjzz2025-0200

JIN Xingming, CHI Xia. Identification and intervention of learning difficulties[J]. Chinese Journal of Child Health Care. 2025, 33(4): 359-362 https://doi.org/10.11852/zgetbjzz2025-0200

中图分类号： G420

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