本文關鍵詞： 心力萎頓 高中生 心理沖突 調(diào)適策略　出處：《南京師范大學》2011年碩士論文　論文類型：學位論文

【摘要】：高中學生心力萎頓是容易被我們忽視而又極其重要的問題�！案咧猩牧ξD的分析及對策”研究從心力萎頓的概念、類型入手,分析了心力萎頓產(chǎn)生的影響因素、形成過程以及發(fā)展階段,并提出了相應的調(diào)適策略。 心力萎頓是個體在應對心理沖突過程中形成的一種以無能感與主觀不可控感為核心的消極心理狀態(tài)。心力萎頓最常見的表現(xiàn)體現(xiàn)在無能感、無力感、無助感、無望感以及無用感等五個方面。在不同的個體身上,根據(jù)這五個方面主導作用的不同,可以分為認知偏差型、關系孤立型、動機缺失型、悲觀倦怠型和混合型等。 高中生心力萎頓的形成在于其自我評價的偏差而導致的主觀不可控感,成長過程中的種種心理沖突進一步動搖了對自己的信心,在應對心理沖突的過程中形成的消極應對方式被穩(wěn)固和泛化,從而出現(xiàn)心力萎頓的問題。心力萎頓的發(fā)展經(jīng)歷了困惑—沮喪、恐慌—無助、倦怠—冷漠等三個階段。 高中生心力萎頓的調(diào)適根據(jù)其所處的不同階段也各有側重。對心力萎頓前期學生的調(diào)適應以“思維方式改變,態(tài)度轉(zhuǎn)變”為切入點；對心力萎頓中期學生的調(diào)適應以“激發(fā)學生主宰感”為重點；對心力萎頓后期學生的調(diào)適應以“關鍵點分析,促進心理成長”為著眼點。此外,對于心力萎頓的預防,還要從教育管理的層面,以“教育不只是糾正學生的缺點和不足,更應該幫助學生獲得各種積極人格品質(zhì)”為理念,以“診斷和引領”作為價值追求,調(diào)動學生的積極性,挖掘其內(nèi)在動力。
[Abstract]:The mental force wilting of high school students is a very important problem which is easy to be ignored by us. The study on the analysis and countermeasure of mental force wilting in senior high school begins with the concept and type of mental force wilting, and analyzes the influence factors of mental force wilting. The forming process and the developing stage are discussed, and the corresponding adjustment strategies are put forward. Mental retardation is a kind of negative psychological state formed in the process of individual coping with psychological conflict, which is centered on incompetence and subjective uncontrollable feeling. The most common manifestation of mental force wilting is incompetence, powerlessness and helplessness. According to the different leading roles of these five aspects, it can be divided into cognitive bias type, relationship isolation type, motivation loss type, pessimistic burnout type and mixed type. The formation of mental retardation of high school students lies in the subjective uncontrollable feeling caused by the deviation of their self-evaluation, and the various psychological conflicts in the process of growing up have further shaken their confidence in themselves. The negative coping styles formed in the process of coping with psychological conflicts are stabilized and generalized, resulting in the problem of mental force wilting. The development of mental force wilt has experienced three stages: bewilderment, panic and helplessness, burnout and indifference. According to their different stages, the adjustment of mental ability wilting of high school students should be based on the change of thinking mode and the change of attitude. The adjustment of students in the middle period of mental force wilting should focus on "stimulating students' sense of dominance", and the adjustment of students in the latter stage of mental force wilting should focus on "key point analysis, promoting psychological growth". In addition, the prevention of mental force wilting should be taken as the focus. At the level of education management, the idea that education is not only to correct the shortcomings and shortcomings of students, but also to help students obtain various positive personality qualities, and to "diagnose and lead" as the pursuit of value, should arouse the enthusiasm of students. Excavate its inner motive force.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：B844.2

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本文編號：1494700