艾里克森在《儿童期与社会》一书中指出,人的发展过程要经历八个阶段,固定地以不同的先后顺序逐渐展开。智力障碍学生的感知、注意、记忆、思维与正常学生有明显的区别。例如,同一强度的刺激可能引起正常学生的感觉,却不能引起智障学生的感觉。在学习过程中,他们很难区分相关刺激与无关刺激,难以将注意力集中到特定的学习任务上,往往影响学习效果。在大脑对信息编码、贮 In his book “Childhood and Society,” Erikson pointed out that the process of human development has gone through eight stages and is progressively fixed in a different order. Mental retardation of students' perception, attention, memory, thinking and normal students have obvious differences. For example, stimuli of the same intensity may cause feelings for normal students, but not for mentally challenged students. In the learning process, they are difficult to distinguish between relevant stimuli and unrelated stimuli, it is difficult to focus on specific learning tasks, often affect the learning effect. Information in the brain coding, storage