工读学校学生的人格特点及其辅导研究

发布时间：2018-03-30 05:38

本文选题：人格辅导(教育)　切入点：人格障碍　出处：《华东师范大学》2001年硕士论文

【摘要】： 人格辅导(教育)是一种着眼于发展受教育者心理品质的教育。人格教育的宗旨是使受教育者形成一个健全的、日趋完善的人格，把知、情、意统一协调起来，建立一种完整和健全的心理结构。人格教育把德育、智育、体育、美育和劳动技术教育这几方面结合起来，使受教育者具有较高的动机水平和自我意识，形成一个高层次、高效能的自我调节与控制系统。实行人格教育，不但能使受教育者形成健康的人格，还能使受教育者最大限度地发挥自己适应社会和改造社会的潜力，，把对社会的贡献作为人生的追求与兴趣。有史以来，教育一直有两个伟大的目标：帮助年轻人变得聪明并且善良。前者是传统教育的目标，后者则是人格教育的目标。但现在教育面临着危机，即重视学生的才能培养而忽视了其人格品质的塑造。出于人格教育的重要性，本研究以工读学校学生和中学生为对象，运用卡特尔14人格因素问卷(CPQ)对其人格特征进行了调查分析，得出两者人格特征之间的相同点和不同点，并对形成这些差异的原因进行了分析，最后对当今工读学校学生和中学生的人格辅导提出了一些建议。研究结果表明，中学生和工读学校学生14种人格因素之间的差异主要集中在聪慧性、轻松性、敏感性和自律性等四个方面，而且在聪慧性和敏感性两方面有极其显著性差异。中学生的聪慧性和自律性要好于工读生，而在敏感性和轻松性方面的表现则不如工读生。此外，工读生与中学生比较，工读生的焦虑水平明显高于中学生；性格也明显比中学生趋于内向，在神经过敏性方面两者则没有明显差异。使中学生和工读生出现行为偏差和心理异常的原因是多种多样的，但主要集中在教育失误、家庭原因和社会环境因素以及学生个人内部原因等方面。针对青少年学生的人格特点及其成因，本文列举了一些人格障碍的类型并初步提出了一些人格辅导建议，包括为工读生和中学生学生创造良好的教育和生活环境、运用各种方法进行人格训练和培养等。
[Abstract]:Personality guidance (education) is an education aimed at developing the psychological quality of the educated. The purpose of personality education is to make the educatee form a sound and increasingly perfect personality, and unify the knowledge, feeling and intention. Establish a complete and sound psychological structure. Personality education combines moral education, intellectual education, physical education, aesthetic education and labor and technical education, so that the educated have a higher level of motivation and self-awareness, forming a high level. A highly effective system of self-regulation and control. The implementation of personality education not only enables the educated to form a healthy personality, but also enables the educated to maximize their potential to adapt to and transform society, Take the contribution to the society as the pursuit and interest of life. Throughout history, education has had two great goals: to help young people become smart and kind. The former is the goal of traditional education, the latter is the goal of personality education. But now education is in crisis. That is, pay attention to the cultivation of students' talents and neglect the shaping of their personality. Because of the importance of personality education, this study investigated and analyzed the personality characteristics of students and middle school students by using Cattell 14 Personality Factor questionnaire (CPQ), and got the similarities and differences between them. The causes of these differences are analyzed, and some suggestions are put forward for the personality counseling of students and middle school students. The results show that the differences of 14 personality factors between middle school students and working school students are mainly in four aspects: intelligence, ease, sensitivity and self-discipline. Moreover, there were significant differences in intelligence and sensitivity. Middle school students' intelligence and self-discipline were better than those of work-related students, but their performances in sensitivity and relaxation were not as good as those of work-based students. The anxiety level of the students was significantly higher than that of the middle school students, and their personality tended to be more introverted than the middle school students, but there was no significant difference between them in terms of nervousness. The causes of behavioral deviations and psychological anomalies among middle school students and college students are various, but they mainly focus on educational errors, family reasons and social environment factors, as well as students' internal reasons and so on. In view of the personality characteristics of adolescent students and their causes, this paper enumerates some types of personality disorders and puts forward some personality counseling suggestions, including creating a good education and living environment for college students and middle school students. Use all kinds of methods to train and train personality.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2001
【分类号】：G765

【引证文献】