初中一、二年级学生健全人格培养的教育促进研究

发布时间：2018-06-22 20:30

本文选题：初中一、二年级学生 + 健全人格　；参考：《辽宁师范大学》2014年硕士论文

【摘要】：根据当前研究趋势以及我国21世纪素质教育目标的内容，对青少年儿童进行健全人格培养有其理论意义和实践意义。本研究依据我国初中生的人格结构，对初中一、二年级学生进行健全人格的培养。本研究以积极心理学为指导思想，中学生人格结构为理论依据，结合我国中学生人格发展特点确定健全人格培养的目标，根据培养目标设计相应的教育现场实验活动，以活动为载体对初中一、二年级学生健全人格进行培养，验证健全人格培养教育现场实验活动的可行性和有效性。研究过程及结论：首先，根据中学生人格结构编制《构建初中生健全人格培养目标的家长描述问卷》和《构建初中生健全人格培养目标的教师描述问卷》，根据回收问卷结果以及查阅文献确定培养目标；其次，根据培养目标及积极心理学指导思想设计相应的教育现场实验活动；最后，选取实验班和对比班，对实验班实施教育实践活动，对比班不施加相应的教育实践活动，验证教育现场实验活动的可行性和有效性。研究结果表明，依据人格结构设计的教育现场实验活动能够促进初中一、二年级学生智能特征、认真尽责、亲社会性、外倾性和情绪稳定性的形成与发展。
[Abstract]:According to the current research trend and the content of the goal of quality education in the 21st century, it is of theoretical and practical significance to cultivate the healthy personality of teenagers and children. According to the personality structure of junior high school students in China, this study develops the healthy personality of the first and second grade junior high school students. This research takes positive psychology as the guiding ideology, middle school students' personality structure as the theoretical basis, combining with the characteristics of Chinese middle school students' personality development to determine the goal of sound personality cultivation, according to the training goals, design the corresponding educational field experiment activities. In order to verify the feasibility and effectiveness of the field experimental activities of cultivating the healthy personality of the first and second grade students in junior high school, the activity was used as the carrier. Research process and conclusions: first, According to the personality structure of middle school students, the parents' description questionnaire for constructing junior high school students' healthy personality cultivation goal was compiled, and the teacher's description questionnaire for constructing junior high school students' sound personality cultivation goal was made. According to the result of the recovery questionnaire and the reference to the literature, the cultivation goal was determined. Secondly, according to the training goal and the guiding ideology of positive psychology, the corresponding educational field experiment activities are designed. Finally, the experimental class and the contrast class are selected to carry out the educational practice activities to the experimental class. The contrast class does not apply the corresponding educational practice activities to verify the feasibility and effectiveness of the educational field experiment activities. The results show that the educational field experiment designed according to personality structure can promote the formation and development of the intelligence characteristics, conscientiousness, pro-sociality, extroversion and emotional stability of the freshmen and sophomores in junior high school.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848

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