基于认知理论的地铁施工人员安全学习研究

发布时间：2018-05-02 22:33

本文选题：行为安全 + 认知心理学　；参考：《华中科技大学》2014年博士论文

【摘要】：随着我国地铁建设的高速发展,地铁建设过程中的安全问题备受关注。其中,施工人员的不安全行为是导致事故的直接原因,而安全培训是控制不安全行为的重要手段。与其他行业相比,我国建筑业的施工安全管理水平比较落后,现有的安全培训活动效果不佳。现有研究未揭示安全学习的认知过程和体系,也未能从认知的角度讨论安全培训的改善机理。因此,本研究在回顾了现有对安全管理、不安全行为及安全培训的研究基础上,针对地铁施工安全学习的障碍及特点,从分析认知机理、促进认知过程的角度,研究了安全学习的内容、体系及学习机制,开发了地铁施工人员安全学习系统,并结合工程实践对其进行了实证分析。首先,本文针对地铁施工安全学习的特点,构建了基于认知理论的地铁施工安全学习体系。根据不安全行为的原因和认知机理,提出安全学习的结果包括安全态度、安全知识和安全技能,因此,结合现有的学习理论以及地铁工程安全学习的特点,本文针对以上三种不同的学习结果,提出了地铁施工安全学习的策略。针对安全态度的改善,探索了不安全行为倾向的影响因素和影响路径。本文创新性地提出施工人员的安全态度的矛盾性对于不安全行为倾向的形成有调节作用,因此需要在安全学习过程中消除相互矛盾的信息源及团体影响。特别地,在问卷设计的过程中考虑了社会倾向偏见的影响并加以控制。针对地铁施工安全知识的学习,研究了提高安全知识传递的方法,本文创新性地提出了通过语义分析,从安全规程和现场巡视照片中提取安全知识的方法,构建了安全图式；并讨论了以促进表象的展示与理解,将安全知识以图像的形式编码和表达的方法,在此基础上构建了地铁施工安全行为知识库。针对安全技能的学习,探讨了可能的学习途径与途径的优选,本文创新性地构建了施工人员技能学习的模型,讨论了不同特点的施工人员技能学习途径的不同模式,在此分析的基础上开发了互动式情境模拟安全技能学习系统。最后,本研究在需求分析和详细设计的基础上,依托地铁施工行为安全知识库,设计和开发了地铁施工人员行为安全培训系统。最后,本研究对武汉地铁某工地进行了实证分析,结果表明使用该系统进行安全培训促进了安全绩效的提高。本研究在理论层面构建了基于认知理论的地铁施工安全学习体系,分析了通过安全培训控制不安全行为的模式,在实践层面基于认知心理学设计的地铁施工安全学习系统,有效地促进了安全学习,改善了地铁施工项目的安全。本研究为安全培训的研究和实践提供了新的视角和方法,具有重要的指导意义。
[Abstract]:With the rapid development of subway construction in our country, the safety problems in subway construction have been paid more and more attention. The unsafe behavior of construction personnel is the direct cause of accidents, and safety training is an important means to control unsafe behavior. Compared with other industries, the construction safety management level of China's construction industry is relatively backward, and the effect of existing safety training activities is not good. The existing studies have not revealed the cognitive process and system of safety learning, nor discussed the mechanism of safety training improvement from the perspective of cognition. Therefore, on the basis of reviewing the existing research on safety management, unsafe behavior and safety training, this study aims at the obstacles and characteristics of safety learning in subway construction, from the perspective of analyzing the cognitive mechanism and promoting the cognitive process. This paper studies the content, system and learning mechanism of safety learning, develops a safety learning system for subway construction personnel, and makes an empirical analysis on it in combination with engineering practice. First of all, according to the characteristics of subway construction safety learning, this paper constructs the subway construction safety learning system based on cognitive theory. According to the reasons and cognitive mechanism of unsafe behavior, the results of safety learning include safety attitude, safety knowledge and safety skills. In view of the above three different learning results, this paper puts forward the strategy of safe learning in subway construction. Aiming at the improvement of safety attitude, the influencing factors and influencing paths of unsafe behavior tendency are explored. This paper proposes that the contradiction of safety attitude of construction personnel can regulate the formation of unsafe behavior tendency, so it is necessary to eliminate the conflicting information sources and group influence in the process of safety learning. In particular, the influence of social bias was considered and controlled during the questionnaire design. Aiming at the study of safety knowledge in subway construction, this paper studies the methods to improve the transfer of safety knowledge. The method of extracting safety knowledge from safety rules and on-site photos by semantic analysis is put forward in this paper, and the safety schema is constructed. The method of coding and expressing the safety knowledge in the form of image is discussed to promote the presentation and understanding of the representation. On this basis, the knowledge base of the safety behavior of the subway construction is constructed. Aiming at the study of safety skills, this paper probes into the possible ways of learning and the optimal selection of the approaches. In this paper, the author creatively constructs the model of the skill learning of the constructors, and discusses the different models of the learning approaches of the skills of the constructors with different characteristics. Based on this analysis, an interactive situational simulation security skills learning system is developed. Finally, based on the requirement analysis and detailed design, based on the subway construction behavior safety knowledge base, the paper designs and develops the subway construction personnel behavior safety training system. Finally, the empirical analysis of Wuhan Metro site shows that the use of the system for safety training promotes the improvement of safety performance. In this paper, we construct the safety learning system of subway construction based on cognitive theory, analyze the mode of controlling unsafe behavior through safety training, and design a safety learning system of subway construction based on cognitive psychology in practice. The safety learning is promoted effectively and the safety of subway construction project is improved. This study provides a new perspective and method for the research and practice of safety training, and has important guiding significance.
【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：X925;F572

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