中职生情商教育及其实施方案

发布时间：2018-02-17 01:19

本文关键词： 中职生情绪智力情商教育实施方案　出处：《江西农业大学》2016年硕士论文　论文类型：学位论文

【摘要】：情绪智力是个体适应现代社会生存、竞争、发展的重要能力之一。随着我国素质教育改革的不断深化,情商教育受到了越来越多人们的关注,并已纳入学校素质教育之中。中职生是我国青少年学生中的庞大群体,由于长期生活在无忧环境之中,缺乏对社会生活的深刻体验与认知,因而他们常常会遇到许多心理困惑和情感迷惘,进而影响其人格的健全发展。因此,中等职业学校如何有效开展情商教育是其内涵优化发展的现实命题。本研究针对这一命题,展开(1)中职生情绪智力水平与职校情商教育现状的调查分析;(2)职校情商教育的路径、方法与策略探讨;(3)职校情商教育实施方案建构三项子研究。通过运用统计分析、归因分析和演绎推导等量化与质化研究方法,其中子研究一的研究结果显示:(1)中职生的心理成熟度较低,其日常言行大多被情绪化的喜好所左右;(2)大多职校的情商教育仍停留在仅辐射情绪智力理论的初级阶段;(3)不同家庭教育方式对中职生情绪智力的发展呈差异影响,其中民主型优于专制型,优于放任型、溺爱型。子研究二的结果显示:(4)职校情商教育与德育、心理健康教育相融合的路径是实施大德育的“四求”创新;(5)职校情商教育与专业能力教育相融合的路径是追求课堂教学的三重意境和达到三大教学目标;(6)职校强化情商教育必须抓住“目标、主导、重心、落脚点”四个关键;(7)发掘了职校情商教育的五种实践指导方式。子研究三的成果是:(8)根据五个原则,贴切实际设计了职校情商教育的实施方案。本文是在新的历史条件下,对中等职校学校拓展素质教育进行了一次有意义的实践探讨。将会对职校系统部署和实施操作情育与德育、能育的相互融合拓宽思路和提供启示,进而对职校情商教育的常态化、系统化、有序化,以及中职生的多元智能和人格的全面发展产生积极的促进作用。
[Abstract]:Emotional intelligence is one of the important abilities for individuals to adapt to the survival, competition and development of modern society. With the deepening of quality education reform in China, EQ education has attracted more and more people's attention. Secondary vocational students are a large group of teenagers in our country. Because they live in a worry-free environment for a long time, they lack the profound experience and cognition of social life. As a result, they often encounter a lot of psychological confusion and emotional confusion, and then affect the sound development of their personality. Therefore, how to effectively develop emotional quotient education in secondary vocational schools is a realistic proposition to optimize their connotation and development. 1) investigation and analysis of emotional intelligence level of secondary vocational school students and current situation of emotional quotient education in vocational schools; (2) path of emotional quotient education in vocational schools; discussion of methods and strategies; construction of three sub-studies on implementing scheme of emotional quotient education in vocational schools. Attribution analysis and deductive deduction are quantitative and qualitative research methods. The results of sub-study 1 show that the psychological maturity of the students in the secondary vocational school is relatively low. Most of their daily words and deeds are influenced by emotional preferences) most of the EQ education in vocational schools is still in the primary stage of radiating emotional intelligence theory. 3) different family education methods have different influences on the development of emotional intelligence of secondary vocational students. Among them, democracy is superior to autocratic, laissez-faire, and indulgent. The way to merge Mental Health Education is to carry out the "four demands" Innovation of moral Education) the way of combining EQ education with professional ability education in vocational schools is to pursue the triple artistic conception of classroom teaching and to reach the three teaching objectives. EQ education must grasp the "goal", The four key points of "leading, focusing, and ending") have explored five practical guidance methods for EQ education in vocational schools. The result of sub-research 3 is: 8) according to five principles, The implementation scheme of EQ education in vocational schools is designed. This paper is based on the new historical conditions. This paper makes a meaningful practical discussion on the development of quality-oriented education in secondary vocational schools. It will provide enlightenment to the deployment of vocational school system, the implementation of operational education and moral education, and the mutual integration of education and education. Furthermore, it can promote the normalization, systematization and ordering of EQ education in vocational schools, as well as the comprehensive development of multiple intelligences and personality of vocational school students.
【学位授予单位】：江西农业大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G711

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