本文選題：浙科版 + 高中生物教學　； 參考：《江西師范大學》2015年碩士論文

【摘要】：近年來,高中生出現(xiàn)心理問題的頻率大大增加,對學生的健康成長和學校與社會的和諧穩(wěn)定造成不良影響。在高中生中開展心理健康教育刻不容緩。高中學生課業(yè)負擔重,學校配備的心理專業(yè)老師和心理咨詢師等師資力量又十分有限,在學科教學中滲透心理健康教育成了高中階段心理健康教育的重要選擇。高中生物學教材中蘊含大量的心理健康教育素材,在生物教學中滲透心理健康具有許多有利條件。本研究引用吳文源引進并修訂的臨床癥狀自評量表(The self-report symptom inventory,Symptom Cheek List 90簡稱SCL-90)對浙江省甌海中學高二年級的兩個文科班進行前測,了解高中文科生心理健康現(xiàn)狀。結果表明:該年級文科生心理健康總癥狀指數(shù)為2.03,略高于2,有輕微的心理問題,在強迫癥狀和人際關系敏感等因子上問題較嚴重。因此對高中文科生進行心理健康教育十分必要。筆者通過查閱相關文獻資料和認真分析教材,整理了浙科版高中生物學教材必修二和必修三中滲透心理健康教育的切入點。在此基礎上,結合生物學教學工作,對浙江省溫州市甌海中學2013級高二年級的兩個文科班進行了為期一個學期的滲透心理健康教育實踐。實踐過程中主要采用課堂滲透法、課外活動滲透和個別滲透法,并設計了對應的教學案例。實驗數(shù)據(jù)采用Spss 17.0進行處理,實踐結果表明:實驗班與對照班在心理健康總癥狀指數(shù)、軀體化、強迫癥狀、抑郁、焦慮、偏執(zhí)、精神病性和其他因子上都存在顯著差異(p0.01),實驗班的心理健康總指數(shù)等指標均明顯優(yōu)于對照班的同學。這表明在高中生物教學中滲透心理健康教育對緩解學生心理問題有重要作用。
[Abstract]:In recent years, the frequency of psychological problems in high school students has increased greatly, which has a negative impact on the healthy growth of students and the harmony and stability between school and society. It is urgent to carry out mental health education among high school students. High school students have a heavy workload and limited teachers such as psychological professional teachers and psychological counselors. Therefore, it is an important choice to infiltrate mental health education in the course of teaching in senior high school. High school biology textbooks contain a lot of mental health education materials, which has many favorable conditions to infiltrate mental health in biology teaching. In this study, the self-report symptom inventory list 90 (SCL-90) was used to pre-test two liberal arts classes in Ouhai Middle School, Zhejiang Province, in order to understand the mental health status of senior high school students. The results showed that the total mental health symptom index of arts students was 2.03, slightly higher than 2, with slight psychological problems, and serious problems in factors such as obsessive-compulsive symptoms and interpersonal sensitivity. Therefore, it is necessary to carry out mental health education for high school arts students. By consulting the relevant literature and analyzing the teaching materials, the author arranges the breakthrough point of the psychological health education in the two and three compulsory middle schools of Zhejiang high school biology textbook. On this basis, combined with biology teaching, two liberal arts classes in grade 2013 of Ouhai Middle School in Wenzhou City, Zhejiang Province, were carried out for one semester of infiltrating mental health education practice. In the course of practice, classroom infiltration, extracurricular activities and individual infiltration are mainly used, and corresponding teaching cases are designed. The experimental data were treated with SPSS 17.0. The results showed that the total symptom index, somatization, obsessive-compulsive symptom, depression, anxiety, paranoid ideation were measured between the experimental class and the control class. There were significant differences in psychosis and other factors (p0.01). The total index of mental health of the experimental class was obviously better than that of the control class. This indicates that the penetration of mental health education in senior high school biology teaching plays an important role in alleviating students' psychological problems.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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本文編號：2070289