For evaluating the effects of in-service training about primary school teachers how to guide ADHD children, this study adopted a pre- and post-test design which chose 53 primary school teachers from Beijing as the experimental group and 59 primary school teachers as the control group. The teachers of experimental group were trained for 6 times in twelve weeks, and the teachers of control group didn’t receive any intervention. Then the questionnaires were used to evaluate the effects. This sharply contrasts with the teachers of control group, the ability about how to deal with ADHD children of the teachers in the experimental group enhanced greatly: 1) the knowledge level about the causes, symptoms and how to treat the ADHD children was increased obviously; 2) instead of the negative beliefs about ADHD children, more positive beliefs and self-efficacy emerged in the teachers of experimental group; 3) the teachers obtained more tutoring strategies for ADHD children, and they enhanced the ability greatly in the home-school communication, positive reinforcement, personalized behavioral intervention and academic intervention.

为考察在职培训对小学教师指导注意缺陷多动障碍儿童能力的影响, 采用前后测设计, 从北京市选取53名小学教师为实验组, 59名小学教师为对照组。实验组教师进行两周1次, 共6次的在职培训; 对照组教师不进行任何干预。培训前后, 采取问卷调查的方式对两组教师进行测评。结果表明: 1) 在职培训提高了教师对ADHD儿童的了解程度, 实验组教师关于ADHD儿童的致病原因、症状表现和治疗方法三方面的知识水平都有所提高; 2) 在职培训改变了教师对ADHD儿童的消极信念, 实验组教师在负面的班级影响和自我效能感两个方面发生积极的改变; 3) 在职培训使教师习得更多的ADHD儿童辅导策略, 实验组教师在家校沟通、积极强化、个性化的行为辅导和学业辅导4个策略的运用方面都有所提升。