本文選題：生物教育教學(xué) + 心理健康�。� 參考：《內(nèi)蒙古師范大學(xué)》2015年碩士論文

【摘要】：由于心理問(wèn)題引發(fā)的事件屢見(jiàn)不鮮,使家長(zhǎng)對(duì)孩子心理健康的關(guān)注程度越來(lái)越高。對(duì)學(xué)生進(jìn)行心理健康教育也是實(shí)施素質(zhì)教育的需求。本文試圖通過(guò)學(xué)科教學(xué)中滲透心理健康教育為目的,對(duì)普通高中學(xué)生心理狀況進(jìn)行調(diào)查。我國(guó)心理健康教育起步晚,雖然現(xiàn)在各大中小城市都在開(kāi)展心理健康教育,但效果不明顯。本文通過(guò)采取文獻(xiàn)研究法、問(wèn)卷調(diào)查法、個(gè)案調(diào)查法、案例教學(xué)法及數(shù)據(jù)統(tǒng)計(jì)學(xué)處理等展開(kāi)研究。利用王極盛教授編寫(xiě)的《中國(guó)中學(xué)生心理健康量表》進(jìn)行問(wèn)卷調(diào)查,對(duì)烏海市第十中學(xué)的630名學(xué)生進(jìn)行心理健康調(diào)查,在調(diào)查中發(fā)現(xiàn)一部分學(xué)生在心理方面存在著問(wèn)題。在從2013年11月-2014年7月,這8個(gè)月中對(duì)高一到高三進(jìn)行調(diào)查中發(fā)現(xiàn)各年級(jí)學(xué)生心理健康方面存在差異,由于高一學(xué)生剛從一個(gè)環(huán)境進(jìn)入另一個(gè)環(huán)境生活和學(xué)習(xí),一些學(xué)生住校不在父母親身邊,生活自理能力很差不能適應(yīng)高中生活。在這一特殊過(guò)渡期心理健康問(wèn)題較為突出,突出表現(xiàn)在適應(yīng)不良、情緒不穩(wěn)定、敵對(duì)及人際關(guān)系緊張等方面。而高二、高三學(xué)生相比已經(jīng)渡過(guò)了這個(gè)時(shí)期。且通過(guò)問(wèn)卷調(diào)查的結(jié)果,對(duì)在結(jié)果中各因子總分超過(guò)3分以上的學(xué)生進(jìn)行了個(gè)別訪談,訪談取得了很不錯(cuò)的效果。調(diào)查及個(gè)別訪談中發(fā)現(xiàn)學(xué)生的很多心理問(wèn)題是由于學(xué)習(xí)成績(jī)不好引起的,于是以《穩(wěn)態(tài)與環(huán)境》模塊為研究對(duì)象,從2014年9月-2014年11月間,對(duì)高二理三、理六和理八,三個(gè)班級(jí)進(jìn)行案例教學(xué)。從教學(xué)目標(biāo)、內(nèi)容、過(guò)程及評(píng)價(jià)等方面滲透心理健康教育,在教學(xué)目標(biāo)的引導(dǎo)下根據(jù)學(xué)科特點(diǎn)及學(xué)生的心理特征,創(chuàng)設(shè)情境、引導(dǎo)互動(dòng)、總結(jié)與反饋、拓展與應(yīng)用等教學(xué)程序,使學(xué)生在建構(gòu)知識(shí)網(wǎng)絡(luò)的同時(shí)心理健康狀況有了很大的改善。研究結(jié)果表明,生物學(xué)科中的滲透教學(xué)不僅能提高學(xué)生的學(xué)生興趣,且對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)及情感態(tài)度和課堂的表現(xiàn)方面具有促進(jìn)作用。所以在學(xué)科教學(xué)中滲透心理健康教育是可行的。由于研究能力和時(shí)間有限,論文中還存在許多不成熟甚至很幼稚的地方,還有待進(jìn)一步完善。在此,筆者殷切期望能在教學(xué)中滲透心理健康教育這一問(wèn)題的研究上得到專家和一線高中生物教師的指正與幫助。
[Abstract]:Because of the common events caused by psychological problems, parents pay more and more attention to their children's mental health. Mental health education for students is also the demand of quality education. This paper attempts to investigate the psychological status of ordinary high school students through the infiltration of mental health education in subject teaching. Mental health education started late in our country. Although mental health education is being carried out in small and medium-sized cities, the effect is not obvious. In this paper, literature research, questionnaire survey, case investigation, case teaching method and statistical data processing are adopted to carry out the research. Based on the questionnaire of Chinese Middle School students' Mental Health scale compiled by Professor Wang Jisheng, 630 students in Wuhai No. 10 Middle School were investigated. In the investigation, some students were found to have psychological problems. From November 2013 to July 2014, a survey of freshmen and sophomores in the eight months found that there were differences in the mental health of students in different grades, as senior one students had just entered another environment from one environment to another. Some students live in school without their parents, poor self-care can not adapt to high school life. In this special transition period, mental health problems are prominent, such as maladjustment, emotional instability, hostility and interpersonal tension. And senior two, high school three students have passed this period. And through the result of questionnaire, the students whose total score of each factor is more than 3 in the result are interviewed individually, and the interview results are very good. In the investigation and individual interviews, it was found that many psychological problems of the students were caused by poor academic performance. Therefore, taking the steady state and environment module as the research object, from September 2014 to November 2014, the students' psychological problems were studied in Senior two, three, six, and eight. Three classes for case teaching. Psychological health education is permeated from teaching objectives, content, process and evaluation. Under the guidance of teaching objectives, according to the characteristics of the subject and the psychological characteristics of students, the teaching procedures such as creating situations, guiding interaction, summing up and feedback, expanding and applying, etc. So that students in the construction of knowledge network at the same time mental health has a great improvement. The results show that infiltrating teaching in biology can not only improve students' interest, but also promote students' learning motivation, affective attitude and classroom performance. So it is feasible to infiltrate mental health education in subject teaching. Due to the limited research ability and time, there are still many immature and even childish places in the thesis, which need to be further improved. Here, the author earnestly hopes that the research on the problem of mental health education can be corrected and helped by experts and biology teachers in the first line of senior high school.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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本文編號(hào)：1791759