听障中学生感受到的教师生命教育与其心理健康、学习责任心的关系研究

发布时间：2018-04-23 23:29

本文选题：听障中学生 + 生命教育　；参考：《西南大学》2017年硕士论文

【摘要】：生命教育是现代教育的重要组成部分。听障中学生由于生理上有一定缺陷,存在着如何看待自己的生命与普通人生命的不同,如何看待自己生命的意义与价值等问题。长期以来,我国虽然对生命教育有一些研究,但这些研究往往以普通学生为对象,进行描述性和解释性的研究,缺乏对听障中学生感受到的教师生命教育的实证研究。我们认为,特殊教育教师对听障中学生开展生命教育能使他们正确认识自己的生命、珍爱生命,找到生命的意义与价值,形成积极向上的心理品质;他们对生命有了的正确认识与尊重,才能对其心理健康产生积极的影响,使他们意识到自己必须拥有学习的责任心,主动积极、坚持不懈的学习是对自己生命负责的表现。因此,我们有必要研究听障中学生感受到的教师生命教育与心理健康、学习责任心之间的关系。本研究主要通过调查法研究听障中学生感受到的教师生命教育、心理健康、学习责任心的现状与特点,进而探讨三者间的内在关系。本研究分析听障中学生感受到的教师生命教育的现状,能够丰富特殊学生的生命教育研究,为听障中学生的生命教育研究提供实证依据;能通过了解听障中学生心理健康的现状,进一步探究影响其心理健康的因素,改善听障中学生的学习状况,帮助其提高学习责任心,促进听障中学生的健康发展。本研究结果发现:(1)自编的《听障中学生感受到的教师生命教育问卷》具有较好的信效度,符合教育测量学要求,可以作为研究的测量工具。听障中学生感受到的教师生命教育分为六个维度,其得分高低依次是热爱生命教育发掘生命潜能教育体验生命教育感悟生命教育尊重生命教育生死教育。(2)听障中学生感受到的教师生命教育在性别、年级、障碍程度、地区、与教师不同关系等人口学变量上存在显著差异。听障中学女生在生命教育总分及其各维度上得分显著高于男生;听障高中生在生死教育和生命教育总分上得分显著高于初中生;轻微障碍的听障中学生在生命教育总分及其各维度得分显著高于中等障碍的学生;西部地区的听障中学生在生命教育总分及其各维度得分显著高于中部和东部的学生;与教师关系良好的听障中学生在生命教育总分及其各维度得分显著高于与教师关系一般或者较差的学生。(3)《中学生心理健康量表》分为心理机能正常和人格健全两个分量表。心理机能正常包含考试镇静、情绪稳定两个维度;人格健全包含生活幸福、乐于学习、人际和谐三个维度。听障中学生心理健康总量表五个维度得分高低依次是,乐于学习人际和谐生活幸福考试镇静情绪稳定。(4)听障中学生的心理健康在性别、年级、障碍程度、地区、不同学业成绩、与教师不同关系等人口学变量上存在显著差异。听障中学女生在人格健全及其各维度上得分显著高于男生;高二年级听障中学生在人际和谐和人格健全上得分显著高于高一和初一年级的学生;中等和轻微障碍的听障中学生在生活幸福、人际和谐及心理健康总分上得分显著高于严重障碍的学生;中西部地区的听障中学生在乐于学习、人际和谐和人格健全上得分显著高于东部的学生;学业成绩优良的听障中学生在心理健康总分、及考试镇静、心理机能正常、乐于学习等维度得分显著高于成绩一般、较差的学生;与教师关系良好的听障中学生在人格健全及其各维度上得分显著高于与教师关系一般、较差的学生。(5)听障中学生学习责任心分为学习主动性、学习计划性、学习坚持性、学习自我控制四个维度,其得分高低依次是学习计划性学习坚持性学习自我控制学习主动性。(6)听障中学生的学习责任心在性别、障碍程度、地区、不同学业成绩、与教师不同关系上存在显著差异。听障中学女生在学习责任心总分和学习坚持性上得分显著高于男生;轻微障碍的听障中学生在学习计划性上得分显著高于中等、严重障碍的学生;西部地区的听障中学生在学习责任心总分、以及计划性、主动性、自我控制上得分显著高于东部的学生;学业成绩优良的听障中学生在学习主动性、坚持性、自我控制及学习责任心总分上得分显著高于成绩一般和较差的学生;与教师关系良好的听障中学生在学习主动性、坚持性、自我控制及总分上得分显著高于与教师关系较差的学生。(7)听障中学生感受到的教师生命教育与学习责任心存在显著正相关。其中生命教育总分及其六个维度与学习责任心总分及其四个维度分别呈显著正相关。听障中学生的心理健康与学习责任心呈显著正相关。其中,心理健康总分、人格健全及其三个维度与学习责任心总分及其四个维度分别呈显著正相关。(8)听障中学生感受到的教师生命教育对其学习责任心有直接影响,并通过心理机能正常和人格健全作为中介影响其学习责任心。其中人格健全呈部分中介效应,心理机能正常呈遮掩效应。(9)本研究根据讨论分析,从特殊教育教师如何开展生命教育的角度提出教育对策。第一,特殊教育教师可以通过开设生命教育课程、在学科中渗透生命教育内容等方式,对听障中学生展开多元化的生命教育。第二,特殊教育教师要改善与听障中学生的关系,良好的师生关系可以提高生命教育的质量。第三,特殊教育教师可以营造生命教育的氛围、开展多样的生命教育活动来培养听障中学生对生命的体验,提升其心理健康水平。第四,特殊教育教师要深化生命教育,激发听障中学生的内在学习动力,从而提高其学习责任心。
[Abstract]:Life education is an important part of modern education. Because there are some physiological defects in the deaf students, there are some problems in how to treat their life and the life of the ordinary people, how to look at the meaning and value of their own life. Students are the object of descriptive and explanatory research, and there is a lack of empirical research on the teacher's life education, which is felt by the deaf middle school students. We think that the special education teachers' life education for the deaf students can make them understand their life correctly, cherish life, find the meaning and value of life, and form a positive heart. The correct understanding and respect to life can make a positive impact on their mental health, and make them realize that they must have the responsibility of learning, active and unremitting learning is responsible for their life. Therefore, it is necessary for us to study the teachers' life education that the deaf students feel. This study mainly studies the status and characteristics of teachers' life education, mental health, learning responsibility, and then discusses the internal relationship between the three students. This study analyzes the present situation of the teachers' life education of the hearing impaired students. The student's life education research provides an empirical basis for the life education research of the deaf middle school students. Through the understanding of the status of the mental health of the deaf middle school students, we can further explore the factors that affect their mental health, improve the learning situation of the deaf students, help them improve their learning responsibility and promote the healthy development of the deaf students. The results are as follows: (1) the self compiled "teacher's life education questionnaire" has good reliability and validity, which is in line with the requirements of educational surveying and can be used as a measuring tool. The teacher's life education is divided into six dimensions, which is in the order of loving life education to discover life potential education in the order of life education. Experience life education, life education, and life education respect life and death education. (2) there are significant differences in the demographic variables, such as gender, grade, obstacle degree, area, and teachers' different relationships, which are felt by the deaf students. The scores of students with disabilities in life and death education and life education were significantly higher than those of junior high school students; the scores and dimensions of students with slight barrier of hearing impairment were significantly higher than those of middle school students in the total scores of life education and their dimensions; the scores of the students with hearing impairment in the western region were significantly higher than those in the middle and eastern areas. The scores of students with good teachers' relationship were significantly higher in the total scores of life education and their dimensions than those of general or poor teachers. (3) < middle school mental health scale > is divided into two subscales of normal mental function and perfect personality. The psychological function normally contains two dimensions of sedation and emotional stability; There are three dimensions of life happiness, willingness to study and interpersonal harmony. The score of five dimensions of the mental health total list of deaf middle school students is in turn, they are happy to learn the calm mood of interpersonal harmonious life happiness test. (4) the psychological health of the deaf students in the hearing is gender, grade, obstacle degree, area, different academic achievement, and teachers' relationship with the teachers. There are significant differences in demographic variables. The students with deaf middle schools scored significantly higher on the personality and their dimensions than the boys; the senior middle school students in the second year were significantly higher in interpersonal harmony and personality improvement than those in the first and first grade students; the middle and slight barriers to the deaf students were happy in life, interpersonal harmony and psychology. The score of the total health score was significantly higher than that of the students with severe disability. The middle and middle school deaf students in the middle and western regions were significantly higher than the eastern students in their willingness to learn, interpersonal harmony and personality. The students with good performance and good relationship with teachers were significantly higher in personality and their dimensions than those of teachers and teachers. (5) the learning responsibility of the deaf students was divided into four dimensions: learning initiative, learning planning, learning and self-control, and the order of their scores in turn. (6) there is a significant difference in the relationship of gender, obstacle degree, area, academic achievement and teachers' relationship in the learning responsibility of the deaf middle school students. The scores of students' learning responsibility score and learning persistence are significantly higher than those of the boys; Students with hearing impaired students scored significantly higher in learning planning than those of moderate and serious obstacles; the scores of students with hearing disabilities in the western region were significantly higher than those of the eastern students in the total score of learning responsibility, and the scores of planning, initiative and self-control were significantly higher than those in the Eastern region; the students with excellent academic performance were in the learning initiative, persistence, self control and learning. The score of the total score of responsibility was significantly higher than that of the students with general and poor results. The students with good relationship with teachers were significantly higher in learning initiative, perseverance, self-control and total scores than those with poor relationship with the teachers. (7) there was a significant positive correlation between the teacher's life education and the learning responsibility. The total score of life education and its six dimensions were positively correlated with the total score of learning responsibility and their four dimensions. The psychological health of middle school students had a significant positive correlation with the learning responsibility. Among them, the total score of mental health, the integrity of personality and its three dimensions were positively correlated with the total scores of learning responsibility and their four dimensions. (8) The teachers' life education felt by the deaf students had direct influence on their learning responsibility and influenced their learning responsibility through the normal psychological function and the sound personality. Among them, the personality was partly mediated and the psychological function was normally concealed. (9) this study is based on the discussion and analysis, and how to carry out the special education teachers. First, special education teachers can carry out a diversified life education for deaf students by opening life education courses and infiltrating life education content in the subject. Second, special education teachers should improve the relationship with the deaf students, and good relationship between teachers and students can improve their life. The quality of education. Third, special education teachers can create the atmosphere of life education, carry out various life education activities to cultivate the life experience of the deaf students and improve their mental health. Fourth, the special education teachers should deepen the life education, stimulate the internal learning motivation of the deaf middle school students, and thus improve their learning responsibility.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G762

【参考文献】