本文選題：盲校 + 中學(xué)生�。� 參考：《遼寧師范大學(xué)》2010年碩士論文

【摘要】： 心理適應(yīng)水平是衡量個體心理健康狀況的重要指標(biāo),對于中學(xué)生來說,學(xué)校是其學(xué)習(xí)、生活及成長的重要場所之一。學(xué)校適應(yīng)便成為了反映學(xué)生心理健康水平和教育生活質(zhì)量的重要標(biāo)準(zhǔn)。盲校中學(xué)生作為特殊的群體,對其學(xué)校適應(yīng)的研究是十分重要而有意義的。 本文在T—CRS2.1中文等值版的基礎(chǔ)上自編了《學(xué)生學(xué)校適應(yīng)評定量表》,對60名盲校中學(xué)生和60名普通學(xué)校中學(xué)生進(jìn)行了學(xué)校適應(yīng)涉及的學(xué)業(yè)適應(yīng)、行為適應(yīng)、情緒適應(yīng)、人際關(guān)系、學(xué)校文化適應(yīng)等五個方面狀況的調(diào)查。探討了盲校中學(xué)生學(xué)校適應(yīng)的總體特點(diǎn),從性別、年級、普校與盲校等幾個方面進(jìn)行了對比分析。進(jìn)而探討了盲校中學(xué)生學(xué)校適應(yīng)的發(fā)展規(guī)律,并按其不同特點(diǎn)進(jìn)行了歸類。為盲校中學(xué)生更好的適應(yīng)學(xué)校的教育生活,個性、心理健康的發(fā)展提供了依據(jù)。同時也為教師、學(xué)校更好的實(shí)施教育干預(yù)提出了可行性建議。 研究結(jié)果表明:在學(xué)校適應(yīng)的總體水平上,盲校中學(xué)生學(xué)校適應(yīng)的平均分低于標(biāo)準(zhǔn)平均分,盲校中學(xué)生學(xué)校適應(yīng)的總體水平明顯低于普校中學(xué)生。盲校中學(xué)生的學(xué)校適應(yīng)與普通學(xué)校中學(xué)生的學(xué)校適應(yīng)有差異。在情緒適應(yīng)、學(xué)校文化適應(yīng)方面達(dá)到了極其顯著水平。在盲校中學(xué)生與普校中學(xué)生學(xué)校適應(yīng)特點(diǎn)的比較上,盲校中學(xué)生的學(xué)業(yè)適應(yīng)在總分上要低于普通學(xué)校中學(xué)生,并呈顯著差異。在學(xué)業(yè)適應(yīng)的學(xué)業(yè)態(tài)度上沒有顯著差異。而學(xué)習(xí)技能方面盲校中學(xué)生與普通學(xué)校中學(xué)生差異顯著。盲校中學(xué)生的行為適應(yīng)在總分上要低于普通學(xué)校中學(xué)生,并呈顯著差異。盲校中學(xué)生的情緒適應(yīng)在總分上要低于普通學(xué)校中學(xué)生,并呈極其顯著差異。盲校中學(xué)生的人際適應(yīng)在總分上要低于普通學(xué)校中學(xué)生,并呈顯著差異。盲校中學(xué)生的學(xué)校文化適應(yīng)在總分上要低于普通學(xué)校中學(xué)生,并呈極其顯著差異。在學(xué)校文化適應(yīng)的兩個方面中學(xué)校管理上沒有顯著差異。物質(zhì)環(huán)境方面盲校中學(xué)生與普通學(xué)校中學(xué)生有極其顯著差異。在盲校中學(xué)生學(xué)校適應(yīng)性別因素分析上,盲校中學(xué)生的學(xué)校適應(yīng)在總體上并無差異,說明性別因素對學(xué)校適應(yīng)不存在影響。在盲校中學(xué)生學(xué)校適應(yīng)年級因素分析上,盲校中學(xué)生的學(xué)校適應(yīng)在年級上沒有差異。但從平均分上看,隨著年級的增加,學(xué)生的學(xué)校適應(yīng)水平在提高。 根據(jù)本研究結(jié)論提出教育建議:重視盲校中學(xué)生學(xué)校適應(yīng)的狀況,努力提高盲校中學(xué)生學(xué)校適應(yīng)的水平;結(jié)合盲校中學(xué)生學(xué)校適應(yīng)的特點(diǎn),采取相應(yīng)的教育措施;正確認(rèn)識盲校中學(xué)生學(xué)校適應(yīng)中的性別差異,有針對性的進(jìn)行教育;關(guān)注盲校中學(xué)生學(xué)校適應(yīng)中的年級差異,把握關(guān)鍵時期;嘗試根據(jù)盲校中學(xué)生學(xué)校適應(yīng)的特點(diǎn)對其進(jìn)行分類,探索合適的教育教學(xué)方法。
[Abstract]:The level of psychological adaptation is an important index to measure the state of individual mental health. For middle school students, school is one of the important places for their study, life and growth. School adaptation has become an important standard to reflect students' mental health level and quality of educational life. As a special group, the study of school adaptation is very important and meaningful. On the basis of the Chinese equivalent version of T-CRS2.1, this paper developed the Student School adaptation rating scale, and carried out the school adaptation, behavioral adaptation and emotional adaptation of 60 middle school students and 60 ordinary middle school students. The investigation of interpersonal relationship, school culture adaptation and other five aspects. This paper probes into the general characteristics of school adaptation of middle school students in blind schools, and makes a comparative analysis from several aspects, such as gender, grade, general school and blind school, etc. Then it discusses the development law of school adaptation of middle school students in blind school, and classifies it according to its different characteristics. It provides the basis for the middle school students to adapt to the educational life, personality and mental health. At the same time, it also provides feasible suggestions for teachers and schools to better implement educational intervention. The results show that the average score of school adaptation of middle school students in blind schools is lower than that of standard ones, and the overall level of school adaptation of school students in blind schools is obviously lower than that of ordinary middle school students. The school adaptation of middle school students in blind schools is different from that of middle school students in ordinary schools. In emotional adaptation, school culture adaptation reached an extremely significant level. In the comparison of the characteristics of school adaptation between the middle school students of the blind school and the general school students, the total score of the school students with the blind school is lower than that of the ordinary school students, and there is a significant difference. There is no significant difference in academic attitude towards academic adaptation. But the learning skill aspect blind school middle school student and the ordinary school middle school student difference is remarkable. The total score of behavioral adaptation of middle school students in blind school was lower than that of ordinary school students, and there were significant differences. The total score of emotional adaptation of middle school students in blind school was lower than that of ordinary school students, and the difference was extremely significant. The total score of interpersonal adaptation of middle school students in blind school was lower than that of ordinary middle school students, and there were significant differences. The school culture adaptation of middle school students in blind school is lower than that of ordinary school students in total score, and the difference is extremely significant. There is no significant difference in school management between the two aspects of school cultural adaptation. There are significant differences between middle school students in physical environment and those in ordinary schools. There is no difference in school adaptation of blind school students on the whole, which indicates that there is no influence of gender factors on school adaptation. There is no difference in the grade adaptation of blind school students. But on average, with the increase of grades, students' school adaptability level is improving. According to the conclusion of this study, the author puts forward some educational suggestions: pay attention to the situation of school adaptation of middle school students in blind schools, strive to improve the level of school adaptation of middle school students of blind schools, and take corresponding educational measures according to the characteristics of school adaptation of middle school students in blind schools; To correctly understand the gender difference in school adaptation of middle school students of blind school, to carry on the education pertinently, to pay attention to the grade difference in the school adaptation of blind school students, to grasp the key period; This paper attempts to classify middle school students in blind schools according to their characteristics, and to explore appropriate teaching methods.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G761

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 馬仁海;;長篇小說《聾啞人》的現(xiàn)實(shí)人生教育意義[J];芒種;2013年07期

相關(guān)碩士學(xué)位論文 前1條

1 陳霞;初中生家庭功能與學(xué)校適應(yīng)——自我概念的中介作用[D];陜西師范大學(xué);2011年

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本文編號：1875872