初中生物教学构建健康心理的对策
发布时间：2019-04-18 20:38
【摘要】：教育部颁发的《新课程标准》指出:“要使学生具有社会公德;逐步形成正确的世界观、人生观、价值观;具有初步的创新精神、实践能力、科学和人文素养以及环境意识;具有健壮的体魄和良好的心理素质。”社会压力、家庭关系不和谐等因素使青少年心理问题日益严峻。生物教师以其学科教育的特殊性,应该站在心理健康教育的前列。本研究以萨提亚(Satir)的冰山理论为指导,选用《中学生心理健康量表》抽样检测,结果显示广州白云区12所学校945名初一、二级学生中31.85%存在心理健康问题;参与教学实验的86个学生样本中有39.53%存在心理健康问题,与12所学校数据无显著差异;根据所调查的心理健康现状为依据,制定出帮助学生构建健康心理的策略和选定教学契机;进而开展约3个月的教学实验、随堂观察。根据《中学生心理健康量表》后测数据和实验结果进行对比分析,实验组学生的敌对、人际关系紧张、焦虑、适应不良、心理不平衡这5个因子及总量表均分有显著差异(P0.05);各因子与总量表轻度及以上心理问题百分比均下降。根据《情绪的认知、态度、表达方式》问卷数据,实验组学生的情绪认知水平明显高于对照组。根据随堂观察及记录主动回答问题和违纪次数,从2个侧面显示构建健康心理策略对学习态度和积极性有正面影响。在个案辅导的过程中沿用课堂教学中策略,结合可操作性的家庭辅助手段,建立顺畅的家校沟通渠道,密切跟进个案的心理动态,对个案及其家庭的跟踪反馈表明,学生原来的偷钱行为消失,持续激烈的情绪反应次数大幅降低。本研究的创新之处在于:一、运用心理学原理(萨提亚(Virginia Satir))制定策略、分析和解决心理问题;二、以心理健康标准中情绪稳定与管理能力维度为课题切入点,帮助学生通过“内观”自主建构健康的心理环境;三、研究维度与测量工具严密对接。最后,从信息互动、评价机制、教育原则、教师自我调整等方面提出一些建议,针对未能深入分析和研究的内容、教学策略实施遇到的问题等进行反思,为今后生物教师进行构建健康心理教学活动或深入研究、加强家校互动提供参考。
[Abstract]:The New Curriculum Standard issued by the Ministry of Education points out: "it is necessary to make students have social morality, to form a correct world outlook, outlook on life and values, to have a preliminary spirit of innovation, practical ability, scientific and humanistic accomplishment and environmental awareness." Have a strong physique and good psychological quality. " Social pressure, family relations and other factors make the psychological problems of teenagers increasingly serious. Biology teachers should stand in the forefront of mental health education because of the particularity of their subject education. Under the guidance of (Satir) 's iceberg theory, this study selected the Mental Health scale of Middle School students as a sampling test. The results showed that there were mental health problems in 31.85% of Grade 2 students in 12 schools in Baiyun District of Guangzhou. 39.53% of the 86 students participating in the teaching experiment had mental health problems, and there was no significant difference between them and the data of 12 schools. According to the present situation of mental health investigated, the strategies of helping students to construct healthy psychology and the teaching opportunity were worked out, and then the teaching experiment was carried out for about 3 months and observed at the same time. According to the post-test data and the experimental results of the Mental Health scale for Middle School students, the hostility, interpersonal tension, anxiety and maladjustment of the students in the experimental group were compared and analyzed. There were significant differences among the five factors and the mean score of the total scale (P0.05). The percentage of mild and above mental problems of each factor and total scale decreased. According to the questionnaire data of "emotion cognition, attitude, expression mode", the level of emotion cognition of the experimental group was significantly higher than that of the control group. According to the observation and record of active answer questions and times of violation of discipline, it is shown that constructing healthy psychological strategies has a positive effect on learning attitude and enthusiasm from two aspects. In the process of case guidance, the strategy of classroom teaching is used, and the operational family assistance means is combined to establish a smooth communication channel between home and school, closely follow up the psychological dynamics of the case, and follow up the feedback of the case and its family. The students' original behavior of stealing money disappeared, and the number of intense emotional reactions was greatly reduced. The innovations of this study are as follows: first, using the principles of psychology (Satia (Virginia Satir) to formulate strategies to analyze and solve psychological problems; Secondly, taking the dimension of emotional stability and management ability in mental health standard as the starting point, it helps students to construct healthy psychological environment independently through "inner view"; thirdly, the research dimension is closely linked with the measurement tools. Finally, from the aspects of information interaction, evaluation mechanism, educational principles, teachers' self-adjustment and so on, some suggestions are put forward to reflect on the contents that have not been thoroughly analyzed and studied, the problems encountered in the implementation of teaching strategies, and so on. It provides a reference for biology teachers to construct healthy psychology teaching activities or further research, and to strengthen the interaction between home and school.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
[Abstract]:The New Curriculum Standard issued by the Ministry of Education points out: "it is necessary to make students have social morality, to form a correct world outlook, outlook on life and values, to have a preliminary spirit of innovation, practical ability, scientific and humanistic accomplishment and environmental awareness." Have a strong physique and good psychological quality. " Social pressure, family relations and other factors make the psychological problems of teenagers increasingly serious. Biology teachers should stand in the forefront of mental health education because of the particularity of their subject education. Under the guidance of (Satir) 's iceberg theory, this study selected the Mental Health scale of Middle School students as a sampling test. The results showed that there were mental health problems in 31.85% of Grade 2 students in 12 schools in Baiyun District of Guangzhou. 39.53% of the 86 students participating in the teaching experiment had mental health problems, and there was no significant difference between them and the data of 12 schools. According to the present situation of mental health investigated, the strategies of helping students to construct healthy psychology and the teaching opportunity were worked out, and then the teaching experiment was carried out for about 3 months and observed at the same time. According to the post-test data and the experimental results of the Mental Health scale for Middle School students, the hostility, interpersonal tension, anxiety and maladjustment of the students in the experimental group were compared and analyzed. There were significant differences among the five factors and the mean score of the total scale (P0.05). The percentage of mild and above mental problems of each factor and total scale decreased. According to the questionnaire data of "emotion cognition, attitude, expression mode", the level of emotion cognition of the experimental group was significantly higher than that of the control group. According to the observation and record of active answer questions and times of violation of discipline, it is shown that constructing healthy psychological strategies has a positive effect on learning attitude and enthusiasm from two aspects. In the process of case guidance, the strategy of classroom teaching is used, and the operational family assistance means is combined to establish a smooth communication channel between home and school, closely follow up the psychological dynamics of the case, and follow up the feedback of the case and its family. The students' original behavior of stealing money disappeared, and the number of intense emotional reactions was greatly reduced. The innovations of this study are as follows: first, using the principles of psychology (Satia (Virginia Satir) to formulate strategies to analyze and solve psychological problems; Secondly, taking the dimension of emotional stability and management ability in mental health standard as the starting point, it helps students to construct healthy psychological environment independently through "inner view"; thirdly, the research dimension is closely linked with the measurement tools. Finally, from the aspects of information interaction, evaluation mechanism, educational principles, teachers' self-adjustment and so on, some suggestions are put forward to reflect on the contents that have not been thoroughly analyzed and studied, the problems encountered in the implementation of teaching strategies, and so on. It provides a reference for biology teachers to construct healthy psychology teaching activities or further research, and to strengthen the interaction between home and school.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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