本文選題：聽障中學生 + 生命教育�。� 參考：《西南大學》2017年碩士論文

【摘要】：生命教育是現代教育的重要組成部分。聽障中學生由于生理上有一定缺陷,存在著如何看待自己的生命與普通人生命的不同,如何看待自己生命的意義與價值等問題。長期以來,我國雖然對生命教育有一些研究,但這些研究往往以普通學生為對象,進行描述性和解釋性的研究,缺乏對聽障中學生感受到的教師生命教育的實證研究。我們認為,特殊教育教師對聽障中學生開展生命教育能使他們正確認識自己的生命、珍愛生命,找到生命的意義與價值,形成積極向上的心理品質;他們對生命有了的正確認識與尊重,才能對其心理健康產生積極的影響,使他們意識到自己必須擁有學習的責任心,主動積極、堅持不懈的學習是對自己生命負責的表現。因此,我們有必要研究聽障中學生感受到的教師生命教育與心理健康、學習責任心之間的關系。本研究主要通過調查法研究聽障中學生感受到的教師生命教育、心理健康、學習責任心的現狀與特點,進而探討三者間的內在關系。本研究分析聽障中學生感受到的教師生命教育的現狀,能夠豐富特殊學生的生命教育研究,為聽障中學生的生命教育研究提供實證依據;能通過了解聽障中學生心理健康的現狀,進一步探究影響其心理健康的因素,改善聽障中學生的學習狀況,幫助其提高學習責任心,促進聽障中學生的健康發(fā)展。本研究結果發(fā)現:(1)自編的《聽障中學生感受到的教師生命教育問卷》具有較好的信效度,符合教育測量學要求,可以作為研究的測量工具。聽障中學生感受到的教師生命教育分為六個維度,其得分高低依次是熱愛生命教育發(fā)掘生命潛能教育體驗生命教育感悟生命教育尊重生命教育生死教育。(2)聽障中學生感受到的教師生命教育在性別、年級、障礙程度、地區(qū)、與教師不同關系等人口學變量上存在顯著差異。聽障中學女生在生命教育總分及其各維度上得分顯著高于男生;聽障高中生在生死教育和生命教育總分上得分顯著高于初中生;輕微障礙的聽障中學生在生命教育總分及其各維度得分顯著高于中等障礙的學生;西部地區(qū)的聽障中學生在生命教育總分及其各維度得分顯著高于中部和東部的學生;與教師關系良好的聽障中學生在生命教育總分及其各維度得分顯著高于與教師關系一般或者較差的學生。(3)《中學生心理健康量表》分為心理機能正常和人格健全兩個分量表。心理機能正常包含考試鎮(zhèn)靜、情緒穩(wěn)定兩個維度;人格健全包含生活幸福、樂于學習、人際和諧三個維度。聽障中學生心理健康總量表五個維度得分高低依次是,樂于學習人際和諧生活幸福考試鎮(zhèn)靜情緒穩(wěn)定。(4)聽障中學生的心理健康在性別、年級、障礙程度、地區(qū)、不同學業(yè)成績、與教師不同關系等人口學變量上存在顯著差異。聽障中學女生在人格健全及其各維度上得分顯著高于男生;高二年級聽障中學生在人際和諧和人格健全上得分顯著高于高一和初一年級的學生;中等和輕微障礙的聽障中學生在生活幸福、人際和諧及心理健康總分上得分顯著高于嚴重障礙的學生;中西部地區(qū)的聽障中學生在樂于學習、人際和諧和人格健全上得分顯著高于東部的學生;學業(yè)成績優(yōu)良的聽障中學生在心理健康總分、及考試鎮(zhèn)靜、心理機能正常、樂于學習等維度得分顯著高于成績一般、較差的學生;與教師關系良好的聽障中學生在人格健全及其各維度上得分顯著高于與教師關系一般、較差的學生。(5)聽障中學生學習責任心分為學習主動性、學習計劃性、學習堅持性、學習自我控制四個維度,其得分高低依次是學習計劃性學習堅持性學習自我控制學習主動性。(6)聽障中學生的學習責任心在性別、障礙程度、地區(qū)、不同學業(yè)成績、與教師不同關系上存在顯著差異。聽障中學女生在學習責任心總分和學習堅持性上得分顯著高于男生;輕微障礙的聽障中學生在學習計劃性上得分顯著高于中等、嚴重障礙的學生;西部地區(qū)的聽障中學生在學習責任心總分、以及計劃性、主動性、自我控制上得分顯著高于東部的學生;學業(yè)成績優(yōu)良的聽障中學生在學習主動性、堅持性、自我控制及學習責任心總分上得分顯著高于成績一般和較差的學生;與教師關系良好的聽障中學生在學習主動性、堅持性、自我控制及總分上得分顯著高于與教師關系較差的學生。(7)聽障中學生感受到的教師生命教育與學習責任心存在顯著正相關。其中生命教育總分及其六個維度與學習責任心總分及其四個維度分別呈顯著正相關。聽障中學生的心理健康與學習責任心呈顯著正相關。其中,心理健康總分、人格健全及其三個維度與學習責任心總分及其四個維度分別呈顯著正相關。(8)聽障中學生感受到的教師生命教育對其學習責任心有直接影響,并通過心理機能正常和人格健全作為中介影響其學習責任心。其中人格健全呈部分中介效應,心理機能正常呈遮掩效應。(9)本研究根據討論分析,從特殊教育教師如何開展生命教育的角度提出教育對策。第一,特殊教育教師可以通過開設生命教育課程、在學科中滲透生命教育內容等方式,對聽障中學生展開多元化的生命教育。第二,特殊教育教師要改善與聽障中學生的關系,良好的師生關系可以提高生命教育的質量。第三,特殊教育教師可以營造生命教育的氛圍、開展多樣的生命教育活動來培養(yǎng)聽障中學生對生命的體驗,提升其心理健康水平。第四,特殊教育教師要深化生命教育,激發(fā)聽障中學生的內在學習動力,從而提高其學習責任心。
[Abstract]:Life education is an important part of modern education. Because there are some physiological defects in the deaf students, there are some problems in how to treat their life and the life of the ordinary people, how to look at the meaning and value of their own life. Students are the object of descriptive and explanatory research, and there is a lack of empirical research on the teacher's life education, which is felt by the deaf middle school students. We think that the special education teachers' life education for the deaf students can make them understand their life correctly, cherish life, find the meaning and value of life, and form a positive heart. The correct understanding and respect to life can make a positive impact on their mental health, and make them realize that they must have the responsibility of learning, active and unremitting learning is responsible for their life. Therefore, it is necessary for us to study the teachers' life education that the deaf students feel. This study mainly studies the status and characteristics of teachers' life education, mental health, learning responsibility, and then discusses the internal relationship between the three students. This study analyzes the present situation of the teachers' life education of the hearing impaired students. The student's life education research provides an empirical basis for the life education research of the deaf middle school students. Through the understanding of the status of the mental health of the deaf middle school students, we can further explore the factors that affect their mental health, improve the learning situation of the deaf students, help them improve their learning responsibility and promote the healthy development of the deaf students. The results are as follows: (1) the self compiled "teacher's life education questionnaire" has good reliability and validity, which is in line with the requirements of educational surveying and can be used as a measuring tool. The teacher's life education is divided into six dimensions, which is in the order of loving life education to discover life potential education in the order of life education. Experience life education, life education, and life education respect life and death education. (2) there are significant differences in the demographic variables, such as gender, grade, obstacle degree, area, and teachers' different relationships, which are felt by the deaf students. The scores of students with disabilities in life and death education and life education were significantly higher than those of junior high school students; the scores and dimensions of students with slight barrier of hearing impairment were significantly higher than those of middle school students in the total scores of life education and their dimensions; the scores of the students with hearing impairment in the western region were significantly higher than those in the middle and eastern areas. The scores of students with good teachers' relationship were significantly higher in the total scores of life education and their dimensions than those of general or poor teachers. (3) < middle school mental health scale > is divided into two subscales of normal mental function and perfect personality. The psychological function normally contains two dimensions of sedation and emotional stability; There are three dimensions of life happiness, willingness to study and interpersonal harmony. The score of five dimensions of the mental health total list of deaf middle school students is in turn, they are happy to learn the calm mood of interpersonal harmonious life happiness test. (4) the psychological health of the deaf students in the hearing is gender, grade, obstacle degree, area, different academic achievement, and teachers' relationship with the teachers. There are significant differences in demographic variables. The students with deaf middle schools scored significantly higher on the personality and their dimensions than the boys; the senior middle school students in the second year were significantly higher in interpersonal harmony and personality improvement than those in the first and first grade students; the middle and slight barriers to the deaf students were happy in life, interpersonal harmony and psychology. The score of the total health score was significantly higher than that of the students with severe disability. The middle and middle school deaf students in the middle and western regions were significantly higher than the eastern students in their willingness to learn, interpersonal harmony and personality. The students with good performance and good relationship with teachers were significantly higher in personality and their dimensions than those of teachers and teachers. (5) the learning responsibility of the deaf students was divided into four dimensions: learning initiative, learning planning, learning and self-control, and the order of their scores in turn. (6) there is a significant difference in the relationship of gender, obstacle degree, area, academic achievement and teachers' relationship in the learning responsibility of the deaf middle school students. The scores of students' learning responsibility score and learning persistence are significantly higher than those of the boys; Students with hearing impaired students scored significantly higher in learning planning than those of moderate and serious obstacles; the scores of students with hearing disabilities in the western region were significantly higher than those of the eastern students in the total score of learning responsibility, and the scores of planning, initiative and self-control were significantly higher than those in the Eastern region; the students with excellent academic performance were in the learning initiative, persistence, self control and learning. The score of the total score of responsibility was significantly higher than that of the students with general and poor results. The students with good relationship with teachers were significantly higher in learning initiative, perseverance, self-control and total scores than those with poor relationship with the teachers. (7) there was a significant positive correlation between the teacher's life education and the learning responsibility. The total score of life education and its six dimensions were positively correlated with the total score of learning responsibility and their four dimensions. The psychological health of middle school students had a significant positive correlation with the learning responsibility. Among them, the total score of mental health, the integrity of personality and its three dimensions were positively correlated with the total scores of learning responsibility and their four dimensions. (8) The teachers' life education felt by the deaf students had direct influence on their learning responsibility and influenced their learning responsibility through the normal psychological function and the sound personality. Among them, the personality was partly mediated and the psychological function was normally concealed. (9) this study is based on the discussion and analysis, and how to carry out the special education teachers. First, special education teachers can carry out a diversified life education for deaf students by opening life education courses and infiltrating life education content in the subject. Second, special education teachers should improve the relationship with the deaf students, and good relationship between teachers and students can improve their life. The quality of education. Third, special education teachers can create the atmosphere of life education, carry out various life education activities to cultivate the life experience of the deaf students and improve their mental health. Fourth, the special education teachers should deepen the life education, stimulate the internal learning motivation of the deaf middle school students, and thus improve their learning responsibility.

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G762

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