基于特长教育培养小学生自信心的研究

发布时间：2018-08-17 15:55

【摘要】：时代在进步,社会不断发展,需要我们培养出更多各方面的人才。人才培养不是一蹴而就,如登阶梯,需要一步一步的脚踏实地。而整个成才之路并不是平平坦坦,总会有坎坷,面对坎坷,学生要对自己充满自信,才有可能顺利抵达理想的彼岸。而自信心缺失,便会使我们的人才培养之路更加艰难。对于学生而言,小学是学习阶段的开端、基础,因此,在小学阶段,自信心的培养非常重要。如果花朵似的小学生自信心便缺失,何以成就今后的发展之路,何以灿烂开放。而特长发展极易使孩子心理上获得满足,产生自信。因此,开展特长教育在很大程度上有助于更多学生得到适合的教育,使潜藏的能力更易被发掘,自信心得以更好培养。本文在研究了国内外特长教育和自信心培养的相关理论后,以罗森伯格、车丽萍制定的自信心量表为依据,结合班主任和教师的意见,设计编定出“小学生自信心的现状调查表”,调查对象是案例学校的小学生,并对其学生、老师进行了访谈,发现小学生的自信心缺失现象普遍存在,纵观现在各种各样培养学生自信心的方法大多是找出自信心缺失的原因,然后针对原因提出解决培养学生自信心的方法、策略,而本研究试图以特长教育着手开展研究。第一,对特长教育培养小学生自信心进行实践分析。首先,发掘学生的闪光点,给学生提供展示的舞台、对个性突出的学生加以关注、对问题较多的学生给予关心、为表现平凡的学生创造机会,来对学生的闪光点进行发掘。其次,开展特长社团活动。最后,开展个案研究。但笔者通过实践分析,发现开展特长教育培养小学生自信心,虽然有一定的成效性,但也存在不足。第二,基于特长教育培养小学生自信心实践的不足分析。首先,教师发掘学生闪光点存在困难,如部分教师缺乏闪光点的评估能力、对学生的关注度不够、教育策略的大众化,欠妥的言语和行为导致学生闪光点被忽略、缺乏给予学生充分展示特长的舞台、帮助学生选择特长项目。其次,教师特长活动课开展欠佳,如特长学习计划制定不够科学、特长课堂奖励制度不完善。然后,学校特长课程设置不完善,如师资结构的差异,重文化特长学习。最后,对学生个案研究效果不佳的原因分析。第三,针对存在的不足,笔者将从学校、教师两个层面提出应对的策略。笔者希望通过以上的研究,使特长教育培养小学生自信心之路得以顺利进行,小学生自信心能得到更好培养。
[Abstract]:The progress of the times and the continuous development of society require us to cultivate more talents in all fields. Talent training is not accomplished overnight, such as climbing the ladder, need to step by step down-to-earth. And the whole path to success is not flat, there will always be bumpy, in the face of obstacles, students must be confident about themselves, can be smooth to the other side of the ideal. And the lack of self-confidence will make our talent training more difficult. For students, primary school is the beginning and foundation of learning stage, so it is very important to cultivate self-confidence in primary school. If the flower-like primary school confidence will be lacking, how to achieve the future development of the road, how brilliant open. And the specialty development is easy to make the child psychologically obtain the satisfaction, produces the self-confidence. Therefore, to a large extent, the development of specialty education will help more students get suitable education, make the latent ability easier to be discovered, and develop self-confidence better. After studying the relevant theories of specialty education and self-confidence cultivation at home and abroad, based on the self-confidence scale developed by Rosenberg and Che Liping, this paper combines the opinions of the head teacher and the teacher. The present situation questionnaire of pupils' self-confidence was designed and compiled. The objects of the survey were the pupils in the case school, and the students and teachers were interviewed, and it was found that the phenomenon of lack of self-confidence of primary school students was widespread. At present, most of the methods of cultivating students' self-confidence are to find out the reasons of the lack of self-confidence, and then to put forward the methods and strategies to solve the problem of cultivating students' self-confidence. First, the special ability education to train the primary school student self-confidence carries on the practice analysis. First of all, to explore the students' flash points, to provide the students with a stage to show, to pay attention to the students with outstanding personality, to pay attention to the students with more problems, to create opportunities for the ordinary students to explore the students' bright spots. Secondly, to carry out special strong community activities. Finally, the case study is carried out. However, through practical analysis, the author finds that the development of special education to cultivate primary school students self-confidence, although there are some results, but there are also deficiencies. Secondly, the deficiency analysis of the practice of cultivating pupils'self-confidence based on special education. First of all, it is difficult for teachers to discover students' flash points. For example, some teachers lack the evaluation ability of flash points, pay less attention to students, popularize educational strategies, and improper words and behaviors lead to students' flash points being ignored. Lack of the stage to give students full display of expertise, to help students choose specialty projects. Secondly, teachers' special ability activities are not carried out well, for example, the special learning plan is not scientific enough, and the reward system is not perfect. Then, the curriculum is not perfect, such as the differences in teacher structure, emphasis on culture and learning. Finally, the reasons for the poor effect of student case study are analyzed. Third, in view of the deficiency, the author will put forward the strategy from the school and teacher level. The author hopes that through the above research, the road of cultivating pupils' self-confidence can be carried out smoothly and the self-confidence of pupils can be better cultivated.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.0

【引证文献】