許多家長時(shí)常反映自己的孩子容易分心，經(jīng)常做著作業(yè)就想著玩手機(jī)；有時(shí)明明作業(yè)不多，卻要花很長時(shí)間才能做完；做件事情也是“三分鐘熱度”，一點(diǎn)兒也坐不住。

Many parents often report that their children are easily distracted, and they are always only passionate about doing a thing for a little while.  

如果仔細(xì)觀察，有明顯類似行為并長久持續(xù)，很可能不是一般的“馬虎”，而是專注力不足。

If you observe carefully, it turns out to be a lack of concentration.

近日，蘇城外國語學(xué)校邀請到了蓁瑁兒童發(fā)展中心，由機(jī)構(gòu)的專家們?yōu)槲覀冮_展了一場針對解決兒童心理亞健康問題的專業(yè)培訓(xùn)。

Recently, SCFLS invited experts from Zhenmao Children Development Center to carry out a professional training for solving children's psychological sub-health problems.

講座中，培訓(xùn)老師對兒童亞健康的各種問題，做出了深度的講解。其中，最令老師們感興趣的就是孩子的專注力問題。

During the lecture, the training teacher made a deep explanation on various problems of children's sub-health. One of the most interesting problems is the concentration of children.

   專注力分5個(gè)維度   

Concentration can be divided into five dimensions

專注力強(qiáng)度

intensity

專注力持續(xù)度

persistence

離散性專注力

discrete focus

交替性專注力

alternative focus

選擇性專注力

selective focus.

每個(gè)人都會(huì)在專注力的5個(gè)維度上有不同的表現(xiàn)。

Everyone has different performances on the five dimensions. 

Lack of concentration is mainly manifested in the following three characteristics. 

以“注意力不集中”為主的特征  

Inattention

兒童常常無法注意細(xì)節(jié)，在功課或是其它活動(dòng)中會(huì)粗心犯錯(cuò)，很難依照指示完成事情；注意力容易被其他瑣事分散；別人跟他說話時(shí)，經(jīng)常表現(xiàn)出沒有在聽的樣子；經(jīng)常逃避或厭惡需要花費(fèi)心思的活動(dòng)或工作等。

Children often fail to pay attention to the details, and their concentration is easily distracted by other unrelated things.

以“過動(dòng)”為主的特征

Hyperactivity

坐著時(shí)經(jīng)常覺得會(huì)局促不安，玩手或玩腳，或是不斷扭動(dòng)身體；而在需要坐著的狀況下常常會(huì)站起來，或課堂中離開椅子；在家里時(shí)常翻箱倒柜，把房間弄得亂七八糟，連睡覺也來回滾動(dòng)，睡不安穩(wěn)；有的兒童還有不良的習(xí)慣性動(dòng)作，如眨眼睛、咬指甲等；他們動(dòng)作雖多，但極不協(xié)調(diào)，運(yùn)動(dòng)水平通常較差。

They often feel restless while sitting, or leave their chairs in class. Rummage around the house. Bad habitual behavior. Exercise level is generally poor.

以“沖動(dòng)”為主的特征

Impulse

具有沖動(dòng)行為的兒童常常不等老師說完問題，就搶著說出答案，或生硬地打斷別人的談話；在集體活動(dòng)中，不能耐心等待。

A curt interruption in a conversation. Can’t wait patiently in group activities.

兒童在聽、說、讀、寫的學(xué)習(xí)過程中，視覺感官與聽覺感官占據(jù)了90%以上，可見視覺與聽覺的認(rèn)知處理將會(huì)對認(rèn)知學(xué)習(xí)成效有多么重要的影響。

During the learning process of a child, vision and hearing play very important roles.

視覺訓(xùn)練游戲

Visual training game

1. 在一篇短文中找出特定符號(hào)或指定用字，比方(你)(我)(他)，并統(tǒng)計(jì)有出現(xiàn)多少次。

2. 在一張復(fù)雜的圖案中找出指定的對象，比方在不同幾何線條如圓形、三角形、正方形、菱形等重迭交錯(cuò)的圖形中正確判斷出指定的形狀各有幾個(gè)。

3. 在二張類似的圖畫中找到幾個(gè)不同的地方；也可以是在二串?dāng)?shù)字或文字中找出不同的地方。

4. 強(qiáng)化視覺記憶，如將撲克牌數(shù)字朝下打散在桌面后玩翻面配對的游戲等都有助于視覺專注力的培養(yǎng)。

1.Find out the particular symbol or word and count how many times they are used in a passage.

2.Find the specified object in a complex pattern.

3.Find the differences between the two similar pictures or words.

4.Enhance visual memory.

聽覺訓(xùn)練游戲

Hearing training game

1.在強(qiáng)化聽覺記憶方面，可以運(yùn)用數(shù)字或文字倒念的概念，比方你念246，小朋友跟念642；你念黑頭發(fā)，小朋友跟念發(fā)頭黑。

2.尋寶游戲，將一發(fā)聲小玩偶藏在吵雜環(huán)境某角落后小朋友去找出來。

3.敘述一則小故事后，讓小朋友說出故事內(nèi)出現(xiàn)哪些指定對象，如什么動(dòng)物或水果等。

1.Use the concept of number and word backward

2.Treasure hunt

3.After telling a story, ask the child to tell which specified object appeared in the story.

以上是一些提升視、聽覺專注力的方法，都是家長在家可以隨時(shí)操作的，只要持之以恒定能有效提升寶貝的學(xué)習(xí)能力。

Above are some methods to improve visual and auditory concentration, which can be operated randomly by parents and convenient at home. As long as you keep making efforts, you will effectively improve your baby's learning ability.

在蘇城外國語學(xué)校，也有這么一個(gè)地方為孩子的心靈保駕護(hù)航，那就是蘇城外國語學(xué)校心育中心。

In SCFLS, Psychological Education Center is also such a place for guaranteeing children’s mental health.

這里有優(yōu)秀的心理老師，配套的專業(yè)設(shè)備以及豐富的活動(dòng)。

There gathers a group of excellent psychological teachers, with professional equipment and rich activities equipped.

心育中心一直踐行著“全納 全人”的校訓(xùn)，為每一位學(xué)生定制個(gè)性化的心理服務(wù)，不管是平時(shí)的課程還是對于學(xué)生的個(gè)別輔導(dǎo)，心育中心都在呵護(hù)著每一位學(xué)生。

The Psychological Education Center has been practicing the school motto of ‘Inclusive Holistic’, offering personalized mentoring for every student. 

中文撰稿：心育中心

 英文翻譯：沈紫煙   

攝影：宣傳辦

英文審核：語言中心

編輯、排版、審核：校長辦公室 宣傳辦