学业不良小学生家庭功能状况的调查研究

发布时间：2018-04-25 02:18

本文选题：学业不良 + 家庭功能　；参考：《四川师范大学》2013年硕士论文

【摘要】：随着20世纪50年代末“学业不良”这个名词的出现,学业不良儿童情况的普遍性和严重性引起了人们对学业不良的极大关注。学业不良问题成为一个困扰着世界教育发展的问题。我国学龄儿童有1.8亿人,计算出来的学业不良儿童是一个人数量非常庞大的群体。他们的教育问题,不但与我国基础教育成效有关系,而且还会影响到他们的成长,影响他们的一生,影响无数个家庭。小学是学生系统学习的第一阶段,这一期间学业完成情况不仅对孩子的学习产生影响,还会对身心各方面产生重大深远的影响。学生虽然主要在学校接受教育,但学业的好坏却不仅仅是学校、老师就能决定的,家庭是一个至关重要的因素。家庭教育是学校教育的基础,一切教育都是在家庭教育的基础之上进行的。家庭功能是衡量家庭系统运行状况的重要标志。因此探讨学业不良小学生家庭功能发挥状况是很有必要的。本研究在"McMaster家庭功能模式”理论基础上从问题解决、沟通、角色、情感反应、情感介入,行为控制、总的功能这七个方面来观察家庭功能,采用家庭功能评定量表(FAD)调查分析了303名小学生的家庭功能状况和相关因素。结果表明学业不良小学生的家庭在反映家庭功能的七个维度：问题解决、沟通、角色、情感反应、情感介入、行为控制和总的功能得分都高于学业优良小学生家庭。学业不良小学生家庭功能发挥不如学业优秀小学生家庭。学业不良小学生的家庭功能在沟通、问题解决、情感反应和行为控制这四个维度上的得分显著高于学业优良小学生家庭功能,在家庭功能这四个维度没有学业优秀小学生家庭健康。性别对学业不良儿童的家庭功能总分影响不显著,但在城市学业成绩不良的儿童中,对沟通维度影响是显著的,而且男生得分更高一些,说明女生在这个维度上家庭功能更健康一些。生源地对学业不良小学生家庭功能总分影响不显著,但对问题解决、角色分工两个维度影响是显著的,而且两个维度都是农村学生得分更高一些,说明城市小学生在两个维度上家庭功能更健康一些。
[Abstract]:With the emergence of the term "academic disability" in the late 1950s, the prevalence and seriousness of the situation of children with learning disabilities have aroused great concern for academic disabilities. The problem of academic disability has become a problem puzzling the development of education in the world. There are 180 million children of school age in China. Their educational problems are not only related to the effectiveness of basic education in our country, but also affect their growth, their life and countless families. Primary school is the first stage of students' systematic learning. During this period, the completion of study not only has an impact on children's learning, but also has a significant and far-reaching impact on all aspects of body and mind. Although students are mainly educated in school, the quality of their studies is not only decided by the school, but also by the teacher. The family is a crucial factor. Family education is the foundation of school education, all education is carried out on the basis of family education. Family function is an important symbol to measure the operation of family system. Therefore, it is necessary to explore the family function of pupils with learning disabilities. Based on the theory of "McMaster family function model", this study observes family function from seven aspects: problem solving, communication, role, emotional response, emotional intervention, behavior control and total function. Family function status and related factors of 303 pupils were investigated by family function assessment scale (FAD). The results showed that the scores of family function of pupils with learning disabilities were higher than those of good academic pupils in seven dimensions: problem-solving, communication, role, emotional response, emotional intervention, behavioral control and total functional scores. The family function of pupils with learning disabilities is not as good as that of excellent pupils. The scores of family function in the four dimensions of communication, problem solving, emotional reaction and behavior control were significantly higher than those of good academic pupils. In the four dimensions of family function, there is no academic excellence in the family health of primary school students. Gender had no significant effect on the total score of family function of children with learning disabilities, but in urban children with poor academic performance, the impact on communication dimension was significant, and boys scored higher. This indicates that the female family function is healthier in this dimension. The influence of students' origin on the total score of family function of pupils with learning disabilities was not significant, but to the problem solving, the impact of two dimensions of role division was significant, and the two dimensions were higher scores of rural students. It shows that urban primary school students have healthier family functions on two dimensions.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G78;G625.1

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