本文選題：特殊教育教師　切入點(diǎn)：榜樣激勵(lì)　出處：《西南大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：榜樣激勵(lì)是一種常見的教育手段。班杜拉的社會(huì)學(xué)習(xí)理論表明,人類可以通過觀察、模仿榜樣而習(xí)得許多適應(yīng)社會(huì)的行為。榜樣激勵(lì)也是中華民族的優(yōu)良傳統(tǒng),我國自古以來都十分重視以榜樣來教育和激勵(lì)人們奮發(fā)向上、自立自強(qiáng)。長期以來,我國雖然對(duì)榜樣激勵(lì)有一些研究,但這些研究對(duì)象主要是普通群體,許多研究停留在經(jīng)驗(yàn)性和描述性分析的水平上,缺乏實(shí)證研究作為支持。在我國,聽障中學(xué)生是一個(gè)龐大的群體,由于聽障中學(xué)生身體上的缺陷,以及身心發(fā)展還不成熟,導(dǎo)致他們看問題往往比較片面,一旦遇到挫折和困難,就容易出現(xiàn)抱怨、泄氣、自卑等心理問題。聽障中學(xué)生尤其需要特殊教育教師的榜樣激勵(lì),才能擁有健康的心理,自強(qiáng)不息。因此,我們有必要研究特殊教育教師的榜樣激勵(lì)對(duì)聽障中學(xué)生自立能力的影響問題。本研究彌補(bǔ)了國內(nèi)在這方面研究的不足,有利于進(jìn)一步完善特殊教育教師的榜樣激勵(lì)教育,為提高聽障中學(xué)生的自立能力,加強(qiáng)針對(duì)性教育對(duì)策提供實(shí)證依據(jù)。本研究結(jié)果發(fā)現(xiàn):(1)自編的《特殊教育教師對(duì)聽障中學(xué)生的榜樣激勵(lì)問卷》和改編的《聽障中學(xué)生自立能力問卷》具有良好的信度和效度,并嚴(yán)格遵守了教育測量學(xué)的編制要求,能夠作為本研究的測量工具。(2)特殊教育教師對(duì)聽障中學(xué)生的榜樣激勵(lì)分為三個(gè)維度,各維度得分從高到低依次是:同伴榜樣激勵(lì)教師自身榜樣激勵(lì)大眾傳媒榜樣激勵(lì)。(3)在榜樣激勵(lì)總分上,全聾聽障中學(xué)生的得分顯著高于有殘余聽力的聽障中學(xué)生;農(nóng)村地區(qū)聽障中學(xué)生的得分顯著高于城鎮(zhèn)地區(qū)聽障中學(xué)生;學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(4)在教師自身榜樣激勵(lì)維度上,學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(5)在同伴榜樣激勵(lì)維度上,農(nóng)村聽障中學(xué)生的得分顯著高于城鎮(zhèn)聽障中學(xué)生;學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(6)在大眾傳媒榜樣激勵(lì)維度上,全聾聽障中學(xué)生的得分顯著高于有殘余聽力的聽障中學(xué)生;農(nóng)村地區(qū)聽障中學(xué)生的得分顯著高于城鎮(zhèn)地區(qū)聽障中學(xué)生;師生關(guān)系很好的聽障中學(xué)生的得分顯著高于師生關(guān)系較差的聽障中學(xué)生。(7)聽障中學(xué)生自立能力有四個(gè)維度,各個(gè)維度的得分從高到低依次是:生活自立社會(huì)自立學(xué)習(xí)自立心理自立。(8)在自立能力總問卷上,農(nóng)村聽障中學(xué)生的得分顯著高于城鎮(zhèn)聽障中學(xué)生;學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(9)在社會(huì)自立維度上,學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(10)在學(xué)習(xí)自立維度上,農(nóng)村聽障中學(xué)生的得分顯著高于城鎮(zhèn)聽障中學(xué)生;學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(11)在生活自立維度上,農(nóng)村聽障中學(xué)生的得分顯著高于城鎮(zhèn)聽障中學(xué)生;學(xué)習(xí)成績優(yōu)秀、師生關(guān)系很好的聽障中學(xué)生的得分顯著高于學(xué)習(xí)成績差、師生關(guān)系較差的聽障中學(xué)生。(12)在心理自立維度上,初二年級(jí)聽障中學(xué)生的得分顯著高于其他年級(jí);師生關(guān)系很好的聽障中學(xué)生的得分顯著高于師生關(guān)系較差的聽障中學(xué)生。(13)大眾傳媒榜樣激勵(lì)、同伴榜樣激勵(lì)、教師自身榜樣激勵(lì)以及榜樣激勵(lì)總分和聽障中學(xué)生的生活自立、學(xué)習(xí)自立、社會(huì)自立、心理自立以及自立能力總分呈顯著正相關(guān)。(14)根據(jù)本研究的結(jié)果,我們提出了特殊教育教師要因材施教,開展多種形式的榜樣激勵(lì)教育活動(dòng);特殊教育教師要注重言傳身教,在學(xué)識(shí)、品德上給聽障中學(xué)生樹立榜樣;關(guān)注聽障中學(xué)生的心理自立能力并給予相關(guān)支持的教育對(duì)策。
[Abstract]:An incentive is a common means of education. That Bandura's social learning theory, human beings can be observed through the imitation model and acquisition to adapt to social behavior. Many excellent traditional example motivation is the Chinese nation since ancient China attaches great importance to education and example to inspire people to work hard to self-reliance, for a long time. For example, although China's incentive has some research, but the research object is mainly the general population, many studies remain in the analysis of empirical and descriptive level, lack of empirical research as support. In our country, the hearing impaired students is a large group, because of the defect of the body and the hearing impaired students, physical and mental development is not mature, they look at problems often lead to one-sided, once encountered setbacks and difficulties, it is prone to complain, discouraged, self-esteem and other psychological problems. Especially for the hearing impaired students An incentive to special education teachers, in order to have a healthy psychological, unremitting self-improvement. Therefore, we are necessary to study the special education teacher's example inspired effect on hearing impaired students self-reliance. This study makes up the shortage of domestic research in this aspect, is conducive to further improve the special education teacher's example inspired education, in order to improve the hearing impaired students' ability of self strengthening, to provide empirical evidence for education countermeasures. The results of this study are: (1) the special education teachers self "model for the hearing impaired students motivation questionnaire > and < the hearing impaired students ability of self adaptation questionnaire" has good reliability and validity, and strictly comply with the requirements for the education measurement, can as a measurement tool for this study. (2) for the hearing impaired students of special education teachers incentive model is divided into three dimensions, the scores from high to low according to the Time is: Teachers' peer model incentive model incentive model incentive. The mass media (3) in the example motivation score, deaf deaf students with hearing impaired students scored significantly higher than the residual hearing; hearing impaired middle school students in rural areas was significantly higher than that of hearing impaired students in urban areas; excellent grades, hearing impaired students good relationship between teachers and students. The score was significantly higher than that of poor grades, hearing impaired students poor teacher-student relationship. (4) in the teachers' example motivation dimensions, excellent grades, hearing impaired students good relationship between teachers and students was significantly higher than that of poor academic performance, the hearing impaired students poor teacher-student relationship. (5) in the peer model incentive dimension, rural deaf middle school students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the poor grades, teachers and students The relationship between poor hearing impaired students. (6) in the mass media model incentive dimension, deaf hearing impaired students score higher than a hearing impaired students residual hearing; hearing impaired students in rural areas was significantly higher than that of hearing impaired students in urban areas; hearing-impaired students hearing impaired students good relationship between teachers and students scored significantly higher than the poor (the relationship between teachers and students. 7) the hearing impaired students ability of self has four dimensions, the score of each dimension from high to low is: independent living, social independence learning psychological independence. Independence (8) in the total rural self-reliance questionnaire, hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; excellent grades, hearing impaired students good relationship between teachers and students. The score was significantly higher than that of poor grades, hearing impaired students poor teacher-student relationship. (9) on the social dimension of self-reliance, outstanding achievement, teacher-student relationship is very good Deaf students scored significantly higher than poor grades, hearing impaired students poor teacher-student relationship. (10) in the individual dimension, the hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the poor grades, hearing impaired students poor teacher-student relationship (11.) in self-help dimensions, the hearing impaired students scored significantly higher than the town of hearing-impaired middle school students; academic excellence, teacher-student relationship is very good hearing impaired students scored significantly higher than the academic performance is poor, the hearing impaired students poor teacher-student relationship. (12) in the mental dimension, grade two hearing impaired students scored significantly higher than other grades deaf students; hearing impaired students good relationship between teachers and students scored significantly higher than the poor relationship between teachers and students. (13) the mass media model incentive, peer An example of motivation, teachers' incentive and incentive model example scores and hearing-impaired middle school students' life learning self-reliance, self-reliance, social independence, was positively related to psychological independence and self-reliance ability score. (14) according to the results of this study, we propose the special education teachers should teach students in accordance with their aptitude, to carry out various forms of moral example education activities; special education teachers should pay attention to their words and deeds, in knowledge, moral education for hearing-impaired middle school students set a good example; hearing impaired students psychological strategies self-reliance and give relevant support.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G762

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