本文選題：初中生 + 人格��； 參考：《遼寧師范大學》2014年碩士論文

【摘要】：健全人格是指人格結構中各人格維度的健康、協(xié)調發(fā)展，是積極心理學關注的重要內容。擁有健全人格的人具備正確的人生觀、價值觀，能更好的適應當今社會發(fā)展的需要。初中生尚未定型、可塑性較強，而對初三學生進行健全人格培養(yǎng)可以使他們更好的迎接中考、為適應高中生活做準備，因此本研究結合初中三年級學生的特點制定出了初中三年級學生健全人格培養(yǎng)目標，并依據(jù)培養(yǎng)目標設計了一套有效、合理的培養(yǎng)方案以促進初中三年級學生健全人格的發(fā)展。 本文包括兩個研究： 研究一：以《中小學心理健康教育指導綱要（2012年修訂）》的要求為宗旨，同時結合描述問卷及文獻分析的結果構建既符合初中階段學生的特點，又符合老師和家長對于初三學生的要求和期望的健全人格培養(yǎng)目標，并依據(jù)培養(yǎng)目標制定出一整套健全人格培養(yǎng)方案。 研究二：從大連市一所中學的初三年級選取一個班為實驗班，一個班為對比班，探討初中三年級學生健全人格培養(yǎng)方案對實驗班學生的影響。 研究結論：教育現(xiàn)場實驗之后實驗班人格五維度中的親社會性、智能特征、認真自控、外傾性維度總分顯著提高，情緒穩(wěn)定性維度基本保持平穩(wěn)，對比班親社會性、智能特征、認真自控、外傾性維度總分基本保持平穩(wěn)，而情緒穩(wěn)定性維度顯著性下降了。實驗班的情緒穩(wěn)定性雖然沒有顯著性提高，但基本得到良好的控制，說明教育現(xiàn)場實驗對實驗班同學起到了作用。在對實驗班、對比班進行前后測成績差值檢驗之后發(fā)現(xiàn)，，實驗班前后測成績差異顯著高于對比班。因此，可以說初中三年級學生健全人格培養(yǎng)方案是合理、有效的。
[Abstract]:Sound personality refers to the healthy and harmonious development of personality dimensions in personality structure, which is an important content of positive psychology. People with sound personality have the correct outlook on life, values, can better meet the needs of the development of today's society. Junior high school students have not yet finalized, plasticity is strong, and the junior high school students to develop a sound personality can make them better to meet the entrance examination, to adapt to high school life, Therefore, according to the characteristics of junior high school students, this study has worked out the goal of cultivating students' healthy personality, and designed an effective set according to the training goal. This paper includes two studies: the first one is the request of the guidelines for Mental Health Education in Primary and Middle Schools (revised in 2012), the purpose of which is to promote the development of healthy personality of junior high school students. At the same time, combining the results of descriptive questionnaire and literature analysis, it not only accords with the characteristics of junior middle school students, but also accords with the requirements and expectations of teachers and parents for junior high school students. According to the training goal, a whole set of sound personality training programs are worked out. The second study: selecting a class as the experimental class and a class as the contrast class from the third grade of a middle school in Dalian, This paper probes into the influence of the plan of cultivating the healthy personality of the third grade students in junior high school on the students of the experimental class. Conclusion: after the educational field experiment, the personality of the experimental class in the five dimensions of pro-sociality, intelligence, careful self-control, extroversion of the total score significantly increased. The dimensions of emotional stability remained stable compared with the social and intellectual characteristics of the class the total score of the extroversion dimension remained stable while the emotional stability dimension decreased significantly. Although the emotional stability of the experimental class has not been significantly improved, it is basically well controlled, indicating that the educational field experiment has played a role in the experimental class. It was found that the difference between the experimental class and the contrast class was significantly higher than that in the contrast class. Therefore, it can be said that the third grade junior high school students sound personality training program is reasonable and effective.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848

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