农村初中生情绪智力培养的实验研究

发布时间：2018-05-21 00:14

本文选题：情绪智力 + 农村初中生　；参考：《山西师范大学》2017年硕士论文

【摘要】：情绪智力是知觉、理解、调控自己和他人情绪及运用情绪去解决问题的能力。世界教育创新峰会(WISE)与北京师范大学中国教育创新研究院在2016年6月3日的发布《面向未来:21世纪核心素养教育的全球经验》研究报中指出,最受重视的公民素养包括沟通与合作、自我认识与自我调控等七大素养,而这些素养或多或少都离不开情绪智力的参与。以往研究发现情绪智力对人们的自我认知、工作绩效、社会适应、人际关系等都会产生影响;个体的情绪智力水可以通过一定的途径和方法得到提高。关于情绪智力的培养研究已经取得了一些成果,如学者们采用团体辅导、乐观主义训练等方法来对中学生、大学生、高职生、服刑青少年等的情绪智力进行干预研究,但尚且没有针对农村初中生群体的研究。鉴于此,本研究采用随机整群取样的方法,抽取山西省阳城县某农村的一所中学初一、初二学生作为被试,以《情绪智力量表》为工具,考察农村初中生的情绪智力现状;同时,采用单因素实验组——控制组前后测的准实验设计进行教学干预实验研究。本研究旨在分析农村初中生的情绪智力现状,并通过设置相应的课程内容,以期提高他们的情绪智力水平,丰富今后相关培养工作的理论和实践依据。具体研究结论如下:(1)农村初中生的情绪智力及其各维度分布较为均衡,总体处于中等的水平;在年级和性别上不存在明显的差异。(2)教学干预对农村初中生情绪智力总体水平的影响显著,经过教学干预,学生的情绪智力总体水平有明显的提高。(3)教学干预对农村初中生情绪感知能力的影响显著,科学合理的教学干预可以提高学生的情绪感知能力。(4)教学干预对农村初中生情绪自我管理能力的影响显著,科学合理的教学干预可以提高学生的情绪自我管理能力。(5)教学干预对农村初中生管理他人情绪能力的影响显著,科学合理的教学干预可以提高学生管理他人情绪的能力。(6)教学干预对农村初中生运用情绪能力的影响不显著,经过一段时间的教学干预,学生的运用情绪能力没有明显的提高。
[Abstract]:Emotional intelligence is the ability to perceive, understand, regulate the emotions of oneself and others, and use emotions to solve problems. The World Summit on Educational Innovation (WISE) and the China Institute of Educational Innovation, Beijing normal University, published on June 3, 2016, "Global experiences in Core Literacy Education for the Future: the 21st Century", pointed out that The most valued citizenship qualities include communication and cooperation, self-awareness and self-regulation, and these qualities are more or less inseparable from the participation of emotional intelligence. Previous studies have found that emotional intelligence has an impact on people's self-cognition, job performance, social adaptation, interpersonal relationships and so on, and individual emotional intelligence water can be improved through certain ways and means. Some achievements have been made on the cultivation of emotional intelligence, such as the intervention study of the emotional intelligence of middle school students, college students, higher vocational students, teenagers serving sentences, etc., by the methods of group counseling and optimistic training, etc. However, there is no research on rural junior high school students. In view of this, this study uses the random cluster sampling method to select the junior high school students from a rural middle school in Yangcheng County, Shanxi Province as subjects, using the emotional Intelligence scale as a tool to investigate the current situation of emotional intelligence of rural junior high school students. At the same time, the experimental study of teaching intervention was carried out with the quasi-experimental design of single-factor experimental group-control group before and after the test. The purpose of this study is to analyze the present situation of emotional intelligence of junior high school students in rural areas, and to improve their emotional intelligence level and enrich the theoretical and practical basis of relevant training work by setting up corresponding curriculum contents. The specific conclusions are as follows: (1) the distribution of emotional intelligence and its dimensions of junior middle school students in rural areas is relatively balanced, and the overall level is in the medium level; There was no significant difference between grade and gender.) the influence of teaching intervention on the overall level of emotional intelligence of rural junior high school students was significant. The overall level of students' emotional intelligence was significantly improved. (3) the influence of teaching intervention on the emotional perception ability of rural junior high school students was significant. Scientific and reasonable teaching intervention can improve students' emotional perception ability.) the influence of teaching intervention on rural junior high school students' emotional self-management ability is significant. Scientific and reasonable teaching intervention can improve students' emotional self-management ability.) the influence of teaching intervention on the ability of rural junior high school students to manage others' emotion is significant. Scientific and reasonable teaching intervention can improve students' ability of managing others' emotion. (6) the influence of teaching intervention on the ability of using emotion of rural junior high school students is not significant. After a period of teaching intervention, the students' ability of using emotion has not been obviously improved.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】