特教中职聋生自信心培养策略研究
发布时间：2018-07-25 14:32
【摘要】：特教中职聋生由于自身生理缺陷，部分学生自卑感强，如表现出孤僻、内向、羞怯，缺乏人生目标，不善与人交往，不积极参加学校活动，甚至自暴自弃等，严重阻碍了学生的心理健康和能力发展，为了更好地了解聋生的自信现状，积极开展自信心培养教育，在聋生中进行了问卷调查和相关研究。 首先，对聋生自信状况进行了问卷调查。使用的调查问卷为毕重增、黄希庭编制的《青年学生自信问卷》量表，共33道题，包括才智自信、人际自信、品质自信、应对自信和成就自信5个维度。对陕西省自强中等专业学校服装设计与工艺、工艺美术专业的62名聋生进行了调查，从调查结果来看，聋生的自信现状不容乐观，其中聋生对自己的创新能力、接受新异事物的能力，对自己未来生活、工作方面缺乏信心，对他人缺乏信任等，之后又编制了中职聋生自信心缺乏的原因问卷调查表，从社会、家庭、学校及聋生自身存在的原因进行了调查，对后面聋生不自信的原因分析奠定了基础。 其次，为了了解中职聋生自信教育现状，分析目前中职聋生自信教育中存在的问题，通过与心理健康教师讨论沟通，自编了聋生自信教育现状调查问卷，问卷共20个题目，其中聋生个人信息2题，，学校教育情况12题，家庭教育情况6题，对80名聋生进行了调查，并对教师和家长进行了访谈，经过统计发现，目前中职聋生自信教育存在的主要问题有：学校对中职聋生自信心培养思想上重视不够；没有适合的教材，缺乏科学的理论指导；教师素质及教学方法有待进一步提高；中职聋生自信心的培养缺乏计划性、系统性和持久性；聋生家庭自信教育质量不高。 再次，结合问卷调查、访谈及笔者在教学实践中的观察及体会，从社会、学校、家庭及聋生自身四个方面分析了聋生不自信的原因。其中社会原因主要有：社会中依然存在着歧视残疾人的现象；无障碍设施等残疾人配套设施和服务不到位；残疾人社会保障还不完善；残疾人就业政策落实困难。学校原因主要有：聋生专业缺乏吸引力；部分教师缺乏教育学、心理学方面的理论指导；教学理念和方法陈旧，教学质量不高；学校对聋生实习及就业的安置不理想。家庭原因主要有：父母不正确的对待残疾的观念和方式；缺乏正确的教育理念和知识；父母与聋孩子的沟通存在困难。聋生自身原因主要有：对自身残疾的认识不足；过度自尊，承受挫折的能力弱；意志力薄弱；不能正确归因。 最后，根据原因分析，从学校培养方面积极寻找聋生自信的教育措施，其一是学校积极促进社会助残、爱残良好社会氛围的形成，为聋生自信心的提升创设条件。在社会中积极宣传残疾人事迹；积极促进聋人就业；学校积极为促进残疾人事业发展贡献力量。其二是改变教育观念，激发聋生自信。学校重视聋生心理健康教育，为自信教育提供制度保障；提高教师心理健康水平；加强教师心理健康教育培训；心理健康教育渗透于各科教学之中；加强校园人文环境建设；加强聋生实习及就业安置。其三是办好家长学校，促进家校合作。关心聋生家长心理健康；使家长树立正确的残疾观；使家长掌握残疾人教育的相关理论。其四是使学生形成正确的自我认识，促进自信心的发展。使聋生形成正确的自我观念；学会积极的暗示；建立适度的自尊；提高抗挫折能力；学会正确归因。 聋生自信心的培养是一项复杂而艰巨的工程，需要学校全盘考虑，有计划、稳定、持久地进行，为聋生自信、幸福的人生奠定基础。
[Abstract]:Because of their own physiological defects, some students have a strong sense of inferiority in their own physical defects, such as the expression of the loneliness, introverts, shyness, lack of life goals, bad communication with people, no active participation in school activities, or even self abandonment, which seriously hinders the students' mental health and ability development, in order to better understand the status of self-confidence for deaf students and actively carry out self-development. A questionnaire survey and related research were conducted among deaf students in confidence education and education.
First, a questionnaire survey was conducted on the self-confidence of the deaf students. The questionnaire used by Huang Xiting was increased, and Huang Xiting's "self-confidence questionnaire for young students" was compiled. A total of 33 questions, including 5 dimensions of intelligence, interpersonal confidence, self-confidence, confidence, confidence and confidence in achievement, were used in the clothing design and technology and process beauty of the secondary professional schools in Shaanxi province. 62 deaf students were investigated. From the results of the investigation, the status of self-confidence of deaf students was not optimistic. Among them, the deaf students' ability to innovate, the ability to accept new things, lack of confidence in their future life, work, lack of trust in others, and then compiled a questionnaire survey on the reasons for the lack of self-confidence of the deaf students in the secondary vocational school. This paper investigates the reasons for the existence of deaf students from the perspective of society, family, school and deaf students.
Secondly, in order to understand the present situation of self-confidence education for deaf students in secondary vocational schools and analyze the existing problems in the self-confidence education of deaf students in secondary vocational schools, through discussion and communication with mental health teachers, the questionnaire has been made up of 20 questions, including 2 questions of personal information of deaf students, 12 problems in school education, 6 problems in family education, and 80 deaf. The students have conducted an investigation and interviewed the teachers and parents. The statistics show that the main problems of the self-confidence education of the deaf students in secondary vocational schools are as follows: the school has not paid enough attention to the thought of training the self-confidence of the deaf students in secondary vocational schools; there is no suitable teaching material and lack of scientific theoretical guidance; the quality of teachers and teaching methods need to be further improved; The cultivation of deaf students' self-confidence is lacking in planning, systematicness and persistence. The quality of deaf students' family self-confidence education is not high.
Thirdly, according to the questionnaire survey, interview and the author's observation and experience in the teaching practice, the reasons for the unconfidence of the deaf students are analyzed from four aspects of society, school, family and deaf students. The main social reasons are that there are still the phenomenon of discrimination against the disabled in the society; the facilities and services of the disabled and other disabled persons are not available. The social security of the disabled is not perfect; the employment policy of the disabled is difficult to implement. The main reasons are: the lack of attractiveness of the deaf students, the lack of education, the theoretical guidance of psychology, the obsolete teaching ideas and methods, the poor teaching quality, the poor placement of the practice and employment of the deaf students. The main reasons are: parents' incorrect attitudes and ways of treating disability; lack of correct educational ideas and knowledge; difficulties in communication between parents and deaf children. The main reasons for the deaf students themselves are: lack of understanding of their own disability; excessive self-esteem, weak ability to bear setbacks; weak sense of intent; and incorrect attribution.
Finally, according to the reason analysis, we should actively seek the educational measures for the self-confidence of deaf students from the school training. One is that the schools actively promote social disability, the formation of a good social atmosphere, and create conditions for the improvement of the self-confidence of the deaf students. In the society, they actively propagate the deeds of the disabled, promote the employment of the deaf actively, and promote the disability actively. The second is to contribute to the development of human career. The second is to change the educational concept and stimulate the self-confidence of the deaf students. The school attaches great importance to the mental health education of the deaf students, provides the system guarantee for the self-confident education, improves the level of the mental health of the teachers, strengthens the training of the teachers' psychological health education, and the psychological health education permeates the science and education of various science and education, and strengthens the construction of the humanistic environment in the campus. Strengthen the deaf students' practice and employment resettlement. Third, to run the parents' school, promote the family school cooperation, care for the mental health of the parents of the deaf students, make the parents set up the correct view of disability, and make the parents master the relevant theories of the education of the disabled. I have ideas; learn positive hints; build moderate self-esteem; improve the ability to resist setbacks; learn to correct attribution.
The cultivation of the self-confidence of deaf students is a complex and arduous project. It is necessary for the school to take full consideration, plan, stable and lasting, and lay the foundation for the deaf students to be confident and happy.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G762
本文编号：2144119
[Abstract]:Because of their own physiological defects, some students have a strong sense of inferiority in their own physical defects, such as the expression of the loneliness, introverts, shyness, lack of life goals, bad communication with people, no active participation in school activities, or even self abandonment, which seriously hinders the students' mental health and ability development, in order to better understand the status of self-confidence for deaf students and actively carry out self-development. A questionnaire survey and related research were conducted among deaf students in confidence education and education.
First, a questionnaire survey was conducted on the self-confidence of the deaf students. The questionnaire used by Huang Xiting was increased, and Huang Xiting's "self-confidence questionnaire for young students" was compiled. A total of 33 questions, including 5 dimensions of intelligence, interpersonal confidence, self-confidence, confidence, confidence and confidence in achievement, were used in the clothing design and technology and process beauty of the secondary professional schools in Shaanxi province. 62 deaf students were investigated. From the results of the investigation, the status of self-confidence of deaf students was not optimistic. Among them, the deaf students' ability to innovate, the ability to accept new things, lack of confidence in their future life, work, lack of trust in others, and then compiled a questionnaire survey on the reasons for the lack of self-confidence of the deaf students in the secondary vocational school. This paper investigates the reasons for the existence of deaf students from the perspective of society, family, school and deaf students.
Secondly, in order to understand the present situation of self-confidence education for deaf students in secondary vocational schools and analyze the existing problems in the self-confidence education of deaf students in secondary vocational schools, through discussion and communication with mental health teachers, the questionnaire has been made up of 20 questions, including 2 questions of personal information of deaf students, 12 problems in school education, 6 problems in family education, and 80 deaf. The students have conducted an investigation and interviewed the teachers and parents. The statistics show that the main problems of the self-confidence education of the deaf students in secondary vocational schools are as follows: the school has not paid enough attention to the thought of training the self-confidence of the deaf students in secondary vocational schools; there is no suitable teaching material and lack of scientific theoretical guidance; the quality of teachers and teaching methods need to be further improved; The cultivation of deaf students' self-confidence is lacking in planning, systematicness and persistence. The quality of deaf students' family self-confidence education is not high.
Thirdly, according to the questionnaire survey, interview and the author's observation and experience in the teaching practice, the reasons for the unconfidence of the deaf students are analyzed from four aspects of society, school, family and deaf students. The main social reasons are that there are still the phenomenon of discrimination against the disabled in the society; the facilities and services of the disabled and other disabled persons are not available. The social security of the disabled is not perfect; the employment policy of the disabled is difficult to implement. The main reasons are: the lack of attractiveness of the deaf students, the lack of education, the theoretical guidance of psychology, the obsolete teaching ideas and methods, the poor teaching quality, the poor placement of the practice and employment of the deaf students. The main reasons are: parents' incorrect attitudes and ways of treating disability; lack of correct educational ideas and knowledge; difficulties in communication between parents and deaf children. The main reasons for the deaf students themselves are: lack of understanding of their own disability; excessive self-esteem, weak ability to bear setbacks; weak sense of intent; and incorrect attribution.
Finally, according to the reason analysis, we should actively seek the educational measures for the self-confidence of deaf students from the school training. One is that the schools actively promote social disability, the formation of a good social atmosphere, and create conditions for the improvement of the self-confidence of the deaf students. In the society, they actively propagate the deeds of the disabled, promote the employment of the deaf actively, and promote the disability actively. The second is to contribute to the development of human career. The second is to change the educational concept and stimulate the self-confidence of the deaf students. The school attaches great importance to the mental health education of the deaf students, provides the system guarantee for the self-confident education, improves the level of the mental health of the teachers, strengthens the training of the teachers' psychological health education, and the psychological health education permeates the science and education of various science and education, and strengthens the construction of the humanistic environment in the campus. Strengthen the deaf students' practice and employment resettlement. Third, to run the parents' school, promote the family school cooperation, care for the mental health of the parents of the deaf students, make the parents set up the correct view of disability, and make the parents master the relevant theories of the education of the disabled. I have ideas; learn positive hints; build moderate self-esteem; improve the ability to resist setbacks; learn to correct attribution.
The cultivation of the self-confidence of deaf students is a complex and arduous project. It is necessary for the school to take full consideration, plan, stable and lasting, and lay the foundation for the deaf students to be confident and happy.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G762
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本文编号：2144119
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