【摘要】：教育部頒發(fā)的《新課程標(biāo)準(zhǔn)》指出:“要使學(xué)生具有社會公德;逐步形成正確的世界觀、人生觀、價值觀;具有初步的創(chuàng)新精神、實踐能力、科學(xué)和人文素養(yǎng)以及環(huán)境意識;具有健壯的體魄和良好的心理素質(zhì)�！鄙鐣䦃毫Α⒓彝リP(guān)系不和諧等因素使青少年心理問題日益嚴(yán)峻。生物教師以其學(xué)科教育的特殊性,應(yīng)該站在心理健康教育的前列。本研究以薩提亞(Satir)的冰山理論為指導(dǎo),選用《中學(xué)生心理健康量表》抽樣檢測,結(jié)果顯示廣州白云區(qū)12所學(xué)校945名初一、二級學(xué)生中31.85%存在心理健康問題;參與教學(xué)實驗的86個學(xué)生樣本中有39.53%存在心理健康問題,與12所學(xué)校數(shù)據(jù)無顯著差異;根據(jù)所調(diào)查的心理健康現(xiàn)狀為依據(jù),制定出幫助學(xué)生構(gòu)建健康心理的策略和選定教學(xué)契機;進(jìn)而開展約3個月的教學(xué)實驗、隨堂觀察。根據(jù)《中學(xué)生心理健康量表》后測數(shù)據(jù)和實驗結(jié)果進(jìn)行對比分析,實驗組學(xué)生的敵對、人際關(guān)系緊張、焦慮、適應(yīng)不良、心理不平衡這5個因子及總量表均分有顯著差異(P0.05);各因子與總量表輕度及以上心理問題百分比均下降。根據(jù)《情緒的認(rèn)知、態(tài)度、表達(dá)方式》問卷數(shù)據(jù),實驗組學(xué)生的情緒認(rèn)知水平明顯高于對照組。根據(jù)隨堂觀察及記錄主動回答問題和違紀(jì)次數(shù),從2個側(cè)面顯示構(gòu)建健康心理策略對學(xué)習(xí)態(tài)度和積極性有正面影響。在個案輔導(dǎo)的過程中沿用課堂教學(xué)中策略,結(jié)合可操作性的家庭輔助手段,建立順暢的家校溝通渠道,密切跟進(jìn)個案的心理動態(tài),對個案及其家庭的跟蹤反饋表明,學(xué)生原來的偷錢行為消失,持續(xù)激烈的情緒反應(yīng)次數(shù)大幅降低。本研究的創(chuàng)新之處在于:一、運用心理學(xué)原理(薩提亞(Virginia Satir))制定策略、分析和解決心理問題;二、以心理健康標(biāo)準(zhǔn)中情緒穩(wěn)定與管理能力維度為課題切入點,幫助學(xué)生通過“內(nèi)觀”自主建構(gòu)健康的心理環(huán)境;三、研究維度與測量工具嚴(yán)密對接。最后,從信息互動、評價機制、教育原則、教師自我調(diào)整等方面提出一些建議,針對未能深入分析和研究的內(nèi)容、教學(xué)策略實施遇到的問題等進(jìn)行反思,為今后生物教師進(jìn)行構(gòu)建健康心理教學(xué)活動或深入研究、加強家校互動提供參考。
[Abstract]:The New Curriculum Standard issued by the Ministry of Education points out: "it is necessary to make students have social morality, to form a correct world outlook, outlook on life and values, to have a preliminary spirit of innovation, practical ability, scientific and humanistic accomplishment and environmental awareness." Have a strong physique and good psychological quality. " Social pressure, family relations and other factors make the psychological problems of teenagers increasingly serious. Biology teachers should stand in the forefront of mental health education because of the particularity of their subject education. Under the guidance of (Satir) 's iceberg theory, this study selected the Mental Health scale of Middle School students as a sampling test. The results showed that there were mental health problems in 31.85% of Grade 2 students in 12 schools in Baiyun District of Guangzhou. 39.53% of the 86 students participating in the teaching experiment had mental health problems, and there was no significant difference between them and the data of 12 schools. According to the present situation of mental health investigated, the strategies of helping students to construct healthy psychology and the teaching opportunity were worked out, and then the teaching experiment was carried out for about 3 months and observed at the same time. According to the post-test data and the experimental results of the Mental Health scale for Middle School students, the hostility, interpersonal tension, anxiety and maladjustment of the students in the experimental group were compared and analyzed. There were significant differences among the five factors and the mean score of the total scale (P0.05). The percentage of mild and above mental problems of each factor and total scale decreased. According to the questionnaire data of "emotion cognition, attitude, expression mode", the level of emotion cognition of the experimental group was significantly higher than that of the control group. According to the observation and record of active answer questions and times of violation of discipline, it is shown that constructing healthy psychological strategies has a positive effect on learning attitude and enthusiasm from two aspects. In the process of case guidance, the strategy of classroom teaching is used, and the operational family assistance means is combined to establish a smooth communication channel between home and school, closely follow up the psychological dynamics of the case, and follow up the feedback of the case and its family. The students' original behavior of stealing money disappeared, and the number of intense emotional reactions was greatly reduced. The innovations of this study are as follows: first, using the principles of psychology (Satia (Virginia Satir) to formulate strategies to analyze and solve psychological problems; Secondly, taking the dimension of emotional stability and management ability in mental health standard as the starting point, it helps students to construct healthy psychological environment independently through "inner view"; thirdly, the research dimension is closely linked with the measurement tools. Finally, from the aspects of information interaction, evaluation mechanism, educational principles, teachers' self-adjustment and so on, some suggestions are put forward to reflect on the contents that have not been thoroughly analyzed and studied, the problems encountered in the implementation of teaching strategies, and so on. It provides a reference for biology teachers to construct healthy psychology teaching activities or further research, and to strengthen the interaction between home and school.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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