本文選題：初中一、二年級學生 + 健全人格　； 參考：《遼寧師范大學》2014年碩士論文

【摘要】：根據(jù)當前研究趨勢以及我國21世紀素質(zhì)教育目標的內(nèi)容，對青少年兒童進行健全人格培養(yǎng)有其理論意義和實踐意義。本研究依據(jù)我國初中生的人格結構，對初中一、二年級學生進行健全人格的培養(yǎng)。 本研究以積極心理學為指導思想，中學生人格結構為理論依據(jù)，結合我國中學生人格發(fā)展特點確定健全人格培養(yǎng)的目標，根據(jù)培養(yǎng)目標設計相應的教育現(xiàn)場實驗活動，以活動為載體對初中一、二年級學生健全人格進行培養(yǎng)，驗證健全人格培養(yǎng)教育現(xiàn)場實驗活動的可行性和有效性。 研究過程及結論： 首先，根據(jù)中學生人格結構編制《構建初中生健全人格培養(yǎng)目標的家長描述問卷》和《構建初中生健全人格培養(yǎng)目標的教師描述問卷》，根據(jù)回收問卷結果以及查閱文獻確定培養(yǎng)目標； 其次，根據(jù)培養(yǎng)目標及積極心理學指導思想設計相應的教育現(xiàn)場實驗活動； 最后，選取實驗班和對比班，對實驗班實施教育實踐活動，對比班不施加相應的教育實踐活動，驗證教育現(xiàn)場實驗活動的可行性和有效性。研究結果表明，依據(jù)人格結構設計的教育現(xiàn)場實驗活動能夠促進初中一、二年級學生智能特征、認真盡責、親社會性、外傾性和情緒穩(wěn)定性的形成與發(fā)展。
[Abstract]:According to the current research trend and the content of the goal of quality education in the 21st century, it is of theoretical and practical significance to cultivate the healthy personality of teenagers and children. According to the personality structure of junior high school students in China, this study develops the healthy personality of the first and second grade junior high school students. This research takes positive psychology as the guiding ideology, middle school students' personality structure as the theoretical basis, combining with the characteristics of Chinese middle school students' personality development to determine the goal of sound personality cultivation, according to the training goals, design the corresponding educational field experiment activities. In order to verify the feasibility and effectiveness of the field experimental activities of cultivating the healthy personality of the first and second grade students in junior high school, the activity was used as the carrier. Research process and conclusions: first, According to the personality structure of middle school students, the parents' description questionnaire for constructing junior high school students' healthy personality cultivation goal was compiled, and the teacher's description questionnaire for constructing junior high school students' sound personality cultivation goal was made. According to the result of the recovery questionnaire and the reference to the literature, the cultivation goal was determined. Secondly, according to the training goal and the guiding ideology of positive psychology, the corresponding educational field experiment activities are designed. Finally, the experimental class and the contrast class are selected to carry out the educational practice activities to the experimental class. The contrast class does not apply the corresponding educational practice activities to verify the feasibility and effectiveness of the educational field experiment activities. The results show that the educational field experiment designed according to personality structure can promote the formation and development of the intelligence characteristics, conscientiousness, pro-sociality, extroversion and emotional stability of the freshmen and sophomores in junior high school.
【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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本文編號：2054138