特殊教育教师的榜样激励对听障中学生自立能力的影响研究

发布时间：2018-03-05 05:35

本文选题：特殊教育教师　切入点：榜样激励　出处：《西南大学》2016年硕士论文　论文类型：学位论文

【摘要】：榜样激励是一种常见的教育手段。班杜拉的社会学习理论表明,人类可以通过观察、模仿榜样而习得许多适应社会的行为。榜样激励也是中华民族的优良传统,我国自古以来都十分重视以榜样来教育和激励人们奋发向上、自立自强。长期以来,我国虽然对榜样激励有一些研究,但这些研究对象主要是普通群体,许多研究停留在经验性和描述性分析的水平上,缺乏实证研究作为支持。在我国,听障中学生是一个庞大的群体,由于听障中学生身体上的缺陷,以及身心发展还不成熟,导致他们看问题往往比较片面,一旦遇到挫折和困难,就容易出现抱怨、泄气、自卑等心理问题。听障中学生尤其需要特殊教育教师的榜样激励,才能拥有健康的心理,自强不息。因此,我们有必要研究特殊教育教师的榜样激励对听障中学生自立能力的影响问题。本研究弥补了国内在这方面研究的不足,有利于进一步完善特殊教育教师的榜样激励教育,为提高听障中学生的自立能力,加强针对性教育对策提供实证依据。本研究结果发现:(1)自编的《特殊教育教师对听障中学生的榜样激励问卷》和改编的《听障中学生自立能力问卷》具有良好的信度和效度,并严格遵守了教育测量学的编制要求,能够作为本研究的测量工具。(2)特殊教育教师对听障中学生的榜样激励分为三个维度,各维度得分从高到低依次是:同伴榜样激励教师自身榜样激励大众传媒榜样激励。(3)在榜样激励总分上,全聋听障中学生的得分显著高于有残余听力的听障中学生;农村地区听障中学生的得分显著高于城镇地区听障中学生;学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(4)在教师自身榜样激励维度上,学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(5)在同伴榜样激励维度上,农村听障中学生的得分显著高于城镇听障中学生;学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(6)在大众传媒榜样激励维度上,全聋听障中学生的得分显著高于有残余听力的听障中学生;农村地区听障中学生的得分显著高于城镇地区听障中学生;师生关系很好的听障中学生的得分显著高于师生关系较差的听障中学生。(7)听障中学生自立能力有四个维度,各个维度的得分从高到低依次是:生活自立社会自立学习自立心理自立。(8)在自立能力总问卷上,农村听障中学生的得分显著高于城镇听障中学生;学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(9)在社会自立维度上,学习成绩优秀、师生关系很好的听障中学生得分显著高于学习成绩差、师生关系较差的听障中学生。(10)在学习自立维度上,农村听障中学生的得分显著高于城镇听障中学生;学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(11)在生活自立维度上,农村听障中学生的得分显著高于城镇听障中学生;学习成绩优秀、师生关系很好的听障中学生的得分显著高于学习成绩差、师生关系较差的听障中学生。(12)在心理自立维度上,初二年级听障中学生的得分显著高于其他年级;师生关系很好的听障中学生的得分显著高于师生关系较差的听障中学生。(13)大众传媒榜样激励、同伴榜样激励、教师自身榜样激励以及榜样激励总分和听障中学生的生活自立、学习自立、社会自立、心理自立以及自立能力总分呈显著正相关。(14)根据本研究的结果,我们提出了特殊教育教师要因材施教,开展多种形式的榜样激励教育活动;特殊教育教师要注重言传身教,在学识、品德上给听障中学生树立榜样;关注听障中学生的心理自立能力并给予相关支持的教育对策。
[Abstract]:An incentive is a common means of education. That Bandura's social learning theory, human beings can be observed through the imitation model and acquisition to adapt to social behavior. Many excellent traditional example motivation is the Chinese nation since ancient China attaches great importance to education and example to inspire people to work hard to self-reliance, for a long time. For example, although China's incentive has some research, but the research object is mainly the general population, many studies remain in the analysis of empirical and descriptive level, lack of empirical research as support. In our country, the hearing impaired students is a large group, because of the defect of the body and the hearing impaired students, physical and mental development is not mature, they look at problems often lead to one-sided, once encountered setbacks and difficulties, it is prone to complain, discouraged, self-esteem and other psychological problems. Especially for the hearing impaired students An incentive to special education teachers, in order to have a healthy psychological, unremitting self-improvement. Therefore, we are necessary to study the special education teacher's example inspired effect on hearing impaired students self-reliance. This study makes up the shortage of domestic research in this aspect, is conducive to further improve the special education teacher's example inspired education, in order to improve the hearing impaired students' ability of self strengthening, to provide empirical evidence for education countermeasures. The results of this study are: (1) the special education teachers self "model for the hearing impaired students motivation questionnaire > and < the hearing impaired students ability of self adaptation questionnaire" has good reliability and validity, and strictly comply with the requirements for the education measurement, can as a measurement tool for this study. (2) for the hearing impaired students of special education teachers incentive model is divided into three dimensions, the scores from high to low according to the Time is: Teachers' peer model incentive model incentive model incentive. The mass media (3) in the example motivation score, deaf deaf students with hearing impaired students scored significantly higher than the residual hearing; hearing impaired middle school students in rural areas was significantly higher than that of hearing impaired students in urban areas; excellent grades, hearing impaired students good relationship between teachers and students. The score was significantly higher than that of poor grades, hearing impaired students poor teacher-student relationship. (4) in the teachers' example motivation dimensions, excellent grades, hearing impaired students good relationship between teachers and students was significantly higher than that of poor academic performance, the hearing impaired students poor teacher-student relationship. (5) in the peer model incentive dimension, rural deaf middle school students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the poor grades, teachers and students The relationship between poor hearing impaired students. (6) in the mass media model incentive dimension, deaf hearing impaired students score higher than a hearing impaired students residual hearing; hearing impaired students in rural areas was significantly higher than that of hearing impaired students in urban areas; hearing-impaired students hearing impaired students good relationship between teachers and students scored significantly higher than the poor (the relationship between teachers and students. 7) the hearing impaired students ability of self has four dimensions, the score of each dimension from high to low is: independent living, social independence learning psychological independence. Independence (8) in the total rural self-reliance questionnaire, hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; excellent grades, hearing impaired students good relationship between teachers and students. The score was significantly higher than that of poor grades, hearing impaired students poor teacher-student relationship. (9) on the social dimension of self-reliance, outstanding achievement, teacher-student relationship is very good Deaf students scored significantly higher than poor grades, hearing impaired students poor teacher-student relationship. (10) in the individual dimension, the hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the poor grades, hearing impaired students poor teacher-student relationship (11.) in self-help dimensions, the hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the academic performance is poor, the hearing impaired students poor teacher-student relationship. (12) in the mental dimension, grade two hearing impaired students scored significantly higher than other grades deaf students; hearing impaired students good relationship between teachers and students scored significantly higher than the poor relationship between teachers and students. (13) the mass media model incentive, peer An example of motivation, teachers' incentive and incentive model example scores and hearing-impaired middle school students' life learning self-reliance, self-reliance, social independence, was positively related to psychological independence and self-reliance ability score. (14) according to the results of this study, we propose the special education teachers should teach students in accordance with their aptitude, to carry out various forms of moral example education activities; special education teachers should pay attention to their words and deeds, in knowledge, moral education for hearing-impaired middle school students set a good example; hearing impaired students psychological strategies self-reliance and give relevant support.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G762

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