毛颖梅 张旭 马丽华 安欣颖 王萍 柳溪

[摘 要] 采用问卷形式调查北京市1 348名普通小学教师对注意缺陷多动障碍（ADHD）的认知情况和态度，并分析影响因素。研究发现，教师的ADHD知识总体知晓率为45.07%，城区和郊区教师知晓率差异显著。单因素分析发现，不同地区、教龄、学历、是否师范专业、上学和在职期间是否学习过相关内容在病因（预后）得分上差异显著;不同性别、地区、教龄和学历在特征表现得分上差异显著;不同性别在治疗（教育干预）得分上差异显著。多元线性回归分析显示，城区、受过相关培训、师范专业毕业和研究生及以上学历教师的病因（预后）得分更高;女性和城区教师的特征表现得分更高;未教过ADHD学生、城区、研究生及以上学历和教龄10年以下的教师对待ADHD儿童的态度更积极。教师态度和病因（预后）、治疗（教育干预）知识负相关，和特征表现知识正相关。整体而言，北京小学教师对ADHD的认识还存在不足，对待ADHD儿童的态度比较消极，有必要从多种渠道开展培训和建立多方协作的支持性教育体系。

[關键词] 注意缺陷多动障碍;教师知识;教师态度;影响因素

[中图分类号] G 76  [文献标志码] A  [文章编号] 1005-0310（2021）04-0085-08

Analysis on the Current Cognition，Attitude and Influencing

Factors of Primary School Teachers in Beijing towards

Attention Deficit Hyperactivity Disorder

MAO  Yingmei1， ZHANG  Xu1， MA  Lihua2， AN  Xinying3， WANG  Ping4， LIU  Xi5

（1.College of Special Education， Beijing Union University， Beijing 100075， China;2.Shenjiaying Central Primary School，

Yanqing District， Beijing 102100， China;3.Beijing First Normal Affiliated Primary School， Beijing 100075， China;4.Wenhui

Primary School， Dongcheng District， Beijing 100022， China;5.Beijing Primary School Changyang Branch， Beijing 110111， China）

Abstract： A questionnaire was used to investigate the cognition and attitude towards Attention Deficit Hyperactivity Disorder （ADHD） among 1 348 primary school teachers in Beijing and the influencing factors were analyzed.The study found teachers overall awareness rate of ADHD is 45.07%， there is a significant difference between teachers who are from urban areas and suburban areas. Single factor analysis found that there are significant differences in the etiology （prognosis） scores of different regions， teaching experience， educational background， and whether they graduated from normal school and have received training of ADHD during pre-service education and in-service education; different genders， regions， teaching experience and educational backgrounds have significant differences on scores of features; different genders have significant differences in treatment （educational intervention） scores. Multiple linear regression analysis showed that teachers who are from urban areas， have received training of ADHD， and graduated from normal schools， with master degrees possess sound information on etiology （prognosis） of ADHD; female teachers and teachers from urban areas possess sound information on features of ADHD; teachers who have never taught ADHD， from urban area， graduated with master degrees， and have a teaching experience of less than ten years are more positive toward ADHD. Teachers attitude are negatively correlated with knowledge of etiology （prognostic）， medical treatment （educational intervention）， and positively correlated with knowledge of features. Generally speaking， their attitudes towards ADHD are less positive. It is necessary to provide more support for primary school teachers through professional training by multidisciplinary teams.

Keywords： Attention Deficit Hyperactivity Disorder; Teachers knowledge; Teachers attitude; Influencing factors

0 引言

注意缺陷多动障碍（Attention Deficit Hyperactivity Disorder，ADHD）是一组以注意力缺损、多动和冲动为核心特征的儿童期常见精神障碍。这些核心缺陷对儿童在学校的学业和人际交往有长期的负面影响，也给教师开展教学造成严重困扰[1]。据全球数据显示，ADHD的患病率为5.6%～7.2%[2]，近年来上升趋势明显[3]，这意味着普通学校班级中出现ADHD儿童的概率很大。……