特教中職聾生自信心培養(yǎng)策略研究
發(fā)布時間：2018-07-25 14:32
【摘要】：特教中職聾生由于自身生理缺陷，部分學(xué)生自卑感強，如表現(xiàn)出孤僻、內(nèi)向、羞怯，缺乏人生目標，不善與人交往，不積極參加學(xué)�；顒�，甚至自暴自棄等，嚴重阻礙了學(xué)生的心理健康和能力發(fā)展，為了更好地了解聾生的自信現(xiàn)狀，積極開展自信心培養(yǎng)教育，在聾生中進行了問卷調(diào)查和相關(guān)研究。 首先，對聾生自信狀況進行了問卷調(diào)查。使用的調(diào)查問卷為畢重增、黃希庭編制的《青年學(xué)生自信問卷》量表，共33道題，包括才智自信、人際自信、品質(zhì)自信、應(yīng)對自信和成就自信5個維度。對陜西省自強中等專業(yè)學(xué)校服裝設(shè)計與工藝、工藝美術(shù)專業(yè)的62名聾生進行了調(diào)查，從調(diào)查結(jié)果來看，聾生的自信現(xiàn)狀不容樂觀，其中聾生對自己的創(chuàng)新能力、接受新異事物的能力，對自己未來生活、工作方面缺乏信心，對他人缺乏信任等，之后又編制了中職聾生自信心缺乏的原因問卷調(diào)查表，從社會、家庭、學(xué)校及聾生自身存在的原因進行了調(diào)查，對后面聾生不自信的原因分析奠定了基礎(chǔ)。 其次，為了了解中職聾生自信教育現(xiàn)狀，分析目前中職聾生自信教育中存在的問題，通過與心理健康教師討論溝通，自編了聾生自信教育現(xiàn)狀調(diào)查問卷，問卷共20個題目，其中聾生個人信息2題，，學(xué)校教育情況12題，家庭教育情況6題，對80名聾生進行了調(diào)查，并對教師和家長進行了訪談，經(jīng)過統(tǒng)計發(fā)現(xiàn)，目前中職聾生自信教育存在的主要問題有：學(xué)校對中職聾生自信心培養(yǎng)思想上重視不夠；沒有適合的教材，缺乏科學(xué)的理論指導(dǎo)；教師素質(zhì)及教學(xué)方法有待進一步提高；中職聾生自信心的培養(yǎng)缺乏計劃性、系統(tǒng)性和持久性；聾生家庭自信教育質(zhì)量不高。 再次，結(jié)合問卷調(diào)查、訪談及筆者在教學(xué)實踐中的觀察及體會，從社會、學(xué)校、家庭及聾生自身四個方面分析了聾生不自信的原因。其中社會原因主要有：社會中依然存在著歧視殘疾人的現(xiàn)象；無障礙設(shè)施等殘疾人配套設(shè)施和服務(wù)不到位；殘疾人社會保障還不完善；殘疾人就業(yè)政策落實困難。學(xué)校原因主要有：聾生專業(yè)缺乏吸引力；部分教師缺乏教育學(xué)、心理學(xué)方面的理論指導(dǎo)；教學(xué)理念和方法陳舊，教學(xué)質(zhì)量不高；學(xué)校對聾生實習(xí)及就業(yè)的安置不理想。家庭原因主要有：父母不正確的對待殘疾的觀念和方式；缺乏正確的教育理念和知識；父母與聾孩子的溝通存在困難。聾生自身原因主要有：對自身殘疾的認識不足；過度自尊，承受挫折的能力弱；意志力薄弱；不能正確歸因。 最后，根據(jù)原因分析，從學(xué)校培養(yǎng)方面積極尋找聾生自信的教育措施，其一是學(xué)校積極促進社會助殘、愛殘良好社會氛圍的形成，為聾生自信心的提升創(chuàng)設(shè)條件。在社會中積極宣傳殘疾人事跡；積極促進聾人就業(yè)；學(xué)校積極為促進殘疾人事業(yè)發(fā)展貢獻力量。其二是改變教育觀念，激發(fā)聾生自信。學(xué)校重視聾生心理健康教育，為自信教育提供制度保障；提高教師心理健康水平；加強教師心理健康教育培訓(xùn)；心理健康教育滲透于各科教學(xué)之中；加強校園人文環(huán)境建設(shè)；加強聾生實習(xí)及就業(yè)安置。其三是辦好家長學(xué)校，促進家校合作。關(guān)心聾生家長心理健康；使家長樹立正確的殘疾觀；使家長掌握殘疾人教育的相關(guān)理論。其四是使學(xué)生形成正確的自我認識，促進自信心的發(fā)展。使聾生形成正確的自我觀念；學(xué)會積極的暗示；建立適度的自尊；提高抗挫折能力；學(xué)會正確歸因。 聾生自信心的培養(yǎng)是一項復(fù)雜而艱巨的工程，需要學(xué)校全盤考慮，有計劃、穩(wěn)定、持久地進行，為聾生自信、幸福的人生奠定基礎(chǔ)。
[Abstract]:Because of their own physiological defects, some students have a strong sense of inferiority in their own physical defects, such as the expression of the loneliness, introverts, shyness, lack of life goals, bad communication with people, no active participation in school activities, or even self abandonment, which seriously hinders the students' mental health and ability development, in order to better understand the status of self-confidence for deaf students and actively carry out self-development. A questionnaire survey and related research were conducted among deaf students in confidence education and education.
First, a questionnaire survey was conducted on the self-confidence of the deaf students. The questionnaire used by Huang Xiting was increased, and Huang Xiting's "self-confidence questionnaire for young students" was compiled. A total of 33 questions, including 5 dimensions of intelligence, interpersonal confidence, self-confidence, confidence, confidence and confidence in achievement, were used in the clothing design and technology and process beauty of the secondary professional schools in Shaanxi province. 62 deaf students were investigated. From the results of the investigation, the status of self-confidence of deaf students was not optimistic. Among them, the deaf students' ability to innovate, the ability to accept new things, lack of confidence in their future life, work, lack of trust in others, and then compiled a questionnaire survey on the reasons for the lack of self-confidence of the deaf students in the secondary vocational school. This paper investigates the reasons for the existence of deaf students from the perspective of society, family, school and deaf students.
Secondly, in order to understand the present situation of self-confidence education for deaf students in secondary vocational schools and analyze the existing problems in the self-confidence education of deaf students in secondary vocational schools, through discussion and communication with mental health teachers, the questionnaire has been made up of 20 questions, including 2 questions of personal information of deaf students, 12 problems in school education, 6 problems in family education, and 80 deaf. The students have conducted an investigation and interviewed the teachers and parents. The statistics show that the main problems of the self-confidence education of the deaf students in secondary vocational schools are as follows: the school has not paid enough attention to the thought of training the self-confidence of the deaf students in secondary vocational schools; there is no suitable teaching material and lack of scientific theoretical guidance; the quality of teachers and teaching methods need to be further improved; The cultivation of deaf students' self-confidence is lacking in planning, systematicness and persistence. The quality of deaf students' family self-confidence education is not high.
Thirdly, according to the questionnaire survey, interview and the author's observation and experience in the teaching practice, the reasons for the unconfidence of the deaf students are analyzed from four aspects of society, school, family and deaf students. The main social reasons are that there are still the phenomenon of discrimination against the disabled in the society; the facilities and services of the disabled and other disabled persons are not available. The social security of the disabled is not perfect; the employment policy of the disabled is difficult to implement. The main reasons are: the lack of attractiveness of the deaf students, the lack of education, the theoretical guidance of psychology, the obsolete teaching ideas and methods, the poor teaching quality, the poor placement of the practice and employment of the deaf students. The main reasons are: parents' incorrect attitudes and ways of treating disability; lack of correct educational ideas and knowledge; difficulties in communication between parents and deaf children. The main reasons for the deaf students themselves are: lack of understanding of their own disability; excessive self-esteem, weak ability to bear setbacks; weak sense of intent; and incorrect attribution.
Finally, according to the reason analysis, we should actively seek the educational measures for the self-confidence of deaf students from the school training. One is that the schools actively promote social disability, the formation of a good social atmosphere, and create conditions for the improvement of the self-confidence of the deaf students. In the society, they actively propagate the deeds of the disabled, promote the employment of the deaf actively, and promote the disability actively. The second is to contribute to the development of human career. The second is to change the educational concept and stimulate the self-confidence of the deaf students. The school attaches great importance to the mental health education of the deaf students, provides the system guarantee for the self-confident education, improves the level of the mental health of the teachers, strengthens the training of the teachers' psychological health education, and the psychological health education permeates the science and education of various science and education, and strengthens the construction of the humanistic environment in the campus. Strengthen the deaf students' practice and employment resettlement. Third, to run the parents' school, promote the family school cooperation, care for the mental health of the parents of the deaf students, make the parents set up the correct view of disability, and make the parents master the relevant theories of the education of the disabled. I have ideas; learn positive hints; build moderate self-esteem; improve the ability to resist setbacks; learn to correct attribution.
The cultivation of the self-confidence of deaf students is a complex and arduous project. It is necessary for the school to take full consideration, plan, stable and lasting, and lay the foundation for the deaf students to be confident and happy.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G762
本文編號：2144119
[Abstract]:Because of their own physiological defects, some students have a strong sense of inferiority in their own physical defects, such as the expression of the loneliness, introverts, shyness, lack of life goals, bad communication with people, no active participation in school activities, or even self abandonment, which seriously hinders the students' mental health and ability development, in order to better understand the status of self-confidence for deaf students and actively carry out self-development. A questionnaire survey and related research were conducted among deaf students in confidence education and education.
First, a questionnaire survey was conducted on the self-confidence of the deaf students. The questionnaire used by Huang Xiting was increased, and Huang Xiting's "self-confidence questionnaire for young students" was compiled. A total of 33 questions, including 5 dimensions of intelligence, interpersonal confidence, self-confidence, confidence, confidence and confidence in achievement, were used in the clothing design and technology and process beauty of the secondary professional schools in Shaanxi province. 62 deaf students were investigated. From the results of the investigation, the status of self-confidence of deaf students was not optimistic. Among them, the deaf students' ability to innovate, the ability to accept new things, lack of confidence in their future life, work, lack of trust in others, and then compiled a questionnaire survey on the reasons for the lack of self-confidence of the deaf students in the secondary vocational school. This paper investigates the reasons for the existence of deaf students from the perspective of society, family, school and deaf students.
Secondly, in order to understand the present situation of self-confidence education for deaf students in secondary vocational schools and analyze the existing problems in the self-confidence education of deaf students in secondary vocational schools, through discussion and communication with mental health teachers, the questionnaire has been made up of 20 questions, including 2 questions of personal information of deaf students, 12 problems in school education, 6 problems in family education, and 80 deaf. The students have conducted an investigation and interviewed the teachers and parents. The statistics show that the main problems of the self-confidence education of the deaf students in secondary vocational schools are as follows: the school has not paid enough attention to the thought of training the self-confidence of the deaf students in secondary vocational schools; there is no suitable teaching material and lack of scientific theoretical guidance; the quality of teachers and teaching methods need to be further improved; The cultivation of deaf students' self-confidence is lacking in planning, systematicness and persistence. The quality of deaf students' family self-confidence education is not high.
Thirdly, according to the questionnaire survey, interview and the author's observation and experience in the teaching practice, the reasons for the unconfidence of the deaf students are analyzed from four aspects of society, school, family and deaf students. The main social reasons are that there are still the phenomenon of discrimination against the disabled in the society; the facilities and services of the disabled and other disabled persons are not available. The social security of the disabled is not perfect; the employment policy of the disabled is difficult to implement. The main reasons are: the lack of attractiveness of the deaf students, the lack of education, the theoretical guidance of psychology, the obsolete teaching ideas and methods, the poor teaching quality, the poor placement of the practice and employment of the deaf students. The main reasons are: parents' incorrect attitudes and ways of treating disability; lack of correct educational ideas and knowledge; difficulties in communication between parents and deaf children. The main reasons for the deaf students themselves are: lack of understanding of their own disability; excessive self-esteem, weak ability to bear setbacks; weak sense of intent; and incorrect attribution.
Finally, according to the reason analysis, we should actively seek the educational measures for the self-confidence of deaf students from the school training. One is that the schools actively promote social disability, the formation of a good social atmosphere, and create conditions for the improvement of the self-confidence of the deaf students. In the society, they actively propagate the deeds of the disabled, promote the employment of the deaf actively, and promote the disability actively. The second is to contribute to the development of human career. The second is to change the educational concept and stimulate the self-confidence of the deaf students. The school attaches great importance to the mental health education of the deaf students, provides the system guarantee for the self-confident education, improves the level of the mental health of the teachers, strengthens the training of the teachers' psychological health education, and the psychological health education permeates the science and education of various science and education, and strengthens the construction of the humanistic environment in the campus. Strengthen the deaf students' practice and employment resettlement. Third, to run the parents' school, promote the family school cooperation, care for the mental health of the parents of the deaf students, make the parents set up the correct view of disability, and make the parents master the relevant theories of the education of the disabled. I have ideas; learn positive hints; build moderate self-esteem; improve the ability to resist setbacks; learn to correct attribution.
The cultivation of the self-confidence of deaf students is a complex and arduous project. It is necessary for the school to take full consideration, plan, stable and lasting, and lay the foundation for the deaf students to be confident and happy.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G762
【參考文獻】
相關(guān)期刊論文 前4條
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2 車麗萍;自信的概念、心理機制與功能研究[J];西南師范大學(xué)學(xué)報(人文社會科學(xué)版);2002年02期
3 趙健全;;也談聾生自信力的培養(yǎng)[J];現(xiàn)代特殊教育;2004年06期
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