本文選題：學(xué)業(yè)情緒 + 優(yōu)等生��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：初二學(xué)生由于其生理心理的迅猛發(fā)展,其情緒的波動也比初中其他階段要更加激烈,初中生要一邊應(yīng)對突如其來的身心變化和由此產(chǎn)生的焦慮、厭惡等情緒,又要對完成學(xué)習(xí)任務(wù)的數(shù)量和質(zhì)量擔(dān)負沉重的負擔(dān)。所以在此階段中,能夠更好的掌控自身情緒、合理的安排學(xué)習(xí)和生活的學(xué)生會逐漸在學(xué)業(yè)上產(chǎn)生一定的優(yōu)勢,并促使其更好的完成之后的學(xué)習(xí)任務(wù)。初中心理健康課在全國呼吁開設(shè)心理健康課的風(fēng)潮下也陸續(xù)在許多學(xué)校設(shè)立,隨著政策的推行和落實,心理課的開設(shè)和心理主題活動的舉辦也成為了許多中學(xué)的常規(guī)課程和重要工作,由于課程的存在,課程實施效果的評價,課程實施監(jiān)督的麻煩,各種各樣的問題,對心理健康教育課程的有效性進行評估愈發(fā)困難。此次研究意在發(fā)現(xiàn)特定主題的心理課程及活動對于正處于情緒波動時期的初二學(xué)生的學(xué)業(yè)情緒的影響�；谶@一目的,我們提出如下研究：選取初二年級最近一次考試成績排名在前一百左右的學(xué)生,進行學(xué)業(yè)情緒問卷測查,篩選出數(shù)據(jù)顯著異常的個體。將其余學(xué)生通過自然分班形成兩個組,在分組過程中考慮兩組的成績匹配問題,確保每個組的成績均分相差很小。對實驗班和對照班的學(xué)業(yè)情緒問卷測量結(jié)果分別進行統(tǒng)計,作為此次研究前測的數(shù)據(jù)結(jié)果。對實驗班和對照班分別進行兩個半月左右的課程講授。對實驗班實施情緒、目標、自我認知等影響學(xué)業(yè)情緒因素相關(guān)主題的課程或活動。對對照班采取同樣頻率、課時、時長的非干預(yù)性常規(guī)授課內(nèi)容。全部課程(即干預(yù)訓(xùn)練)結(jié)束后,采用學(xué)業(yè)情緒問卷對實驗班和對照班進行測量,作為此次研究后測的數(shù)據(jù)結(jié)果。由此研究得出以下結(jié)果： (1)初二年級優(yōu)等生的學(xué)業(yè)情緒呈現(xiàn)出一定的性別差異,在積極情緒和消極情緒共四個維度上都比較顯著。 (2)積極高喚醒和積極低喚醒情緒維度與初二年級優(yōu)等生的最近一次的考試成績有著明顯的正性的相關(guān),而消極高喚醒情緒、消極低喚醒情緒與學(xué)業(yè)成績有著比較明顯的負性的關(guān)系。(3)心理課程和團體活動干預(yù)訓(xùn)練對學(xué)業(yè)情緒的積極高喚醒維度有一定影響,干預(yù)前后的同一班級在學(xué)業(yè)成績上有顯著的變化,主要體現(xiàn)在平均成績有所下降。 (4)干預(yù)訓(xùn)練之后實驗班與對照班在積極高喚醒維度上存在顯著性差異,實驗班明顯高于對照班,從具體數(shù)據(jù)可以看出,實驗班的消極低喚醒情緒較對照班低,學(xué)業(yè)成績較對照班高。最后,本文反映了從研究和設(shè)計的角度研究的不足,并提出了未來的研究思路,并討論了本研究的理論和實踐意義。
[Abstract]:As a result of the rapid development of their physiological psychology, their emotional fluctuation is more intense than the other stages of junior high school. Junior high school students should cope with sudden changes in body and mind, anxiety, disgust and so on, and bear a heavy burden on the quantity and quality of completing the learning task. The students who have a good control of their own emotions and make a reasonable arrangement for their study and life will gradually create a certain advantage in their studies and make it better to complete their learning tasks. The opening and psychological theme activities have also become a regular course and important work in many middle schools. The study is intended to find the heart of a particular subject because of the existence of the curriculum, the evaluation of the effect of the implementation of the curriculum, the trouble of the implementation of the curriculum, the various problems and the evaluation of the effectiveness of the mental health education course. On the basis of this purpose, we choose the first one hundred students in the first second grade of the first grade in the first grade of the first grade. In the group process, two groups were formed, and the score matching of the two groups was considered during the grouping process to ensure that the difference in the average score of each group was very small. The results of the study on the Academic Emotion of the experimental class and the control class were counted respectively. As a result of the pre test data, the results were two and a half months for the test class and the control class respectively. Courses or activities that affect the subjects related to emotional factors, such as emotion, goal, self cognition, etc. on the experimental class. Take the same frequency, class, and long non intervention routine teaching content to the control class. After the end of the whole course (intervention training), the experimental class and the control class are measured by the study mood questionnaire. The results of the posttest results are as follows: (1) the academic emotions of the first grade students in the first second grade showed a certain gender difference, and both positive and negative emotions were both significant in four dimensions. (2) the most recent examination of positive and positive low arousal emotions and the first grade students in grade two. There is a significant positive correlation, while negative arousal emotion, negative and low arousal emotion have a significant negative relationship with academic performance. (3) psychological curriculum and group activity intervention training has a certain influence on the positive and awakening dimension of academic emotion, and the same class before and after intervention has significant changes in academic performance. The average results were reduced. (4) there were significant differences between the experimental class and the control class after the intervention training. The experimental class was obviously higher than the control class. From the specific data, the negative arousal emotion of the experimental class was lower than the control class, and the academic achievement was higher than the control class. Finally, this paper reflected the study and the study. The shortcomings of the research on design are discussed, and future research ideas are put forward, and the theoretical and practical significance of this research is discussed.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G442

【相似文獻】

相關(guān)期刊論文 前10條

1 劉陽;孟慶國;;學(xué)業(yè)情緒的控制—價值理論[J];黑龍江教育學(xué)院學(xué)報;2008年12期

2 侯軍;;基于學(xué)業(yè)情緒的有效教學(xué)[J];當(dāng)代教育科學(xué);2009年15期

3 陸桂芝;任秀華;;教師領(lǐng)導(dǎo)方式對初中生學(xué)業(yè)情緒的影響研究[J];教育理論與實踐;2010年02期

4 李亞玲;;高職學(xué)生學(xué)業(yè)情緒現(xiàn)狀初步調(diào)查報告[J];晉城職業(yè)技術(shù)學(xué)院學(xué)報;2010年02期

5 向]，

本文編號：2087783