Abstract
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BackgroundMany schools have readjusted their teaching management strategies in order to implement the principle of “Sanquan education”, that is, whole-process education and all-round education. The purpose of this study is to understand the influence of Sanquan teaching concept on the identification of students with functional cognitive impairment.
Subjects and MethodsPatients with cognitive impairment in a school were selected as research objects and randomly divided into a control group and an experimental group. The control group received the traditional teaching management mode, while the experimental group implemented the new teaching management mode that fully implemented the three-in-one education policy. The Montreal Cognitive Assessment Scale was used for assessment and SPSS22.0 was used for statistical analysis.
ResultsAfter 6 months of experiment, the control group’s cognitive rating scale score changed from 11 to 13 points, while the experimental group’s cognitive rating scale score changed from 12 to 26 points. In the experimental group, the symptoms of patients with functional cognitive impairment were significantly alleviated (P<0.05). The experimental results show that the introduction of the concept of Sanquan education into teaching management has a significant impact on students’ recognition of functional cognitive impairment.
ConclusionsThe introduction of the “ Sanquan education” policy in school teaching management can have a positive impact on the identification of students with functional cognitive impairment, reduce the symptoms of patients, and provide a potential therapeutic method with research significance. The results of this study provide a reference for school management and treatment of mental illness.
