【摘要】：閑暇教育是素質教育的重要組成和形式。閑暇教育實施狀況并不樂觀，多數研究停留于幸福感和閑暇教育重要性和意義的宣傳和討論，已有幸福感和閑暇教育研究缺乏系統(tǒng)性，大多數研究側重于一般性描述。本研究以提升中職學生生活幸福感為主要目標，設計了閑暇教育課程，選取兩個班級開展閑暇教育，觀察閑暇教育是否對中職生幸福感產生影響。研究假設，通過開展中職生閑暇教育，中職生的幸福感會有所提升，進而產生較高的校園滿意度。中職生幸福感調查采用苗元江幸福感問卷測量。研究獲得資料包括中職生活動材料，活動訪談以及幸福感問卷分數。數據采用SPSS12.0進行統(tǒng)計分析。 閑暇教育課程包括8個主題，每個主題安排兩個課時，每周一次共計一個學期。在閑暇教育活動過程中，我們積累了大量學生活動和感受的記錄，在對學生體會進行研究的基礎上，我們發(fā)現閑暇教育通過影響中職學生生活的各個方面，有效提升了他們的校園滿意度和學習幸福感。具體表現為：閑暇教育提升了中職學生校園生活的質量；豐富了中職生的校園生活；幫助中職生逐步完善自我認識；幫助中職生形成問題解決方法。 我們的研究也顯示，通過閑暇教育，實驗組中職生掌握并經常使用求助和解決問題兩種應對方式，幸福感水平顯著高于沒有掌握和較少使用該方法的學生；經常使用合理化、幻想、自責、退避等應對方式的中職生，幸福感水平顯著低于較少使用該方法的中職生。問題解決和求助的應對方式有助于提升學生的幸福感水平�；谛腋８械拈e暇教育是中職生全面發(fā)展的有效教育途徑。 中等職業(yè)學校學生正處在身心發(fā)展的急速變化階段，，閑暇教育可以有效提升中職生幸福感，中等職業(yè)學校要重視閑暇教育和學生幸福感的培養(yǎng)。建議中職學校首先充分認識閑暇教育在中等職業(yè)教育中的地位；其次重視閑暇教育在促進中職生道德成長過程中的作用；第三，希望學校主動利用閑暇活動，有效提升中職生的幸福感。
[Abstract]:Leisure education is an important component and form of quality education. The implementation of leisure education is not optimistic. Most of the studies focus on the propaganda and discussion of the importance and significance of happiness and leisure education. There is a lack of systematic research on happiness and leisure education, and most of the studies focus on general description. This study aimed at improving the life well being of secondary vocational school students, designed the leisure education curriculum, selected two classes to carry out leisure education, and observed whether leisure education had an impact on the well-being of secondary vocational school students. The study hypothesized that through the leisure education of vocational students, the happiness of secondary vocational students would be improved, and then higher campus satisfaction. Miao Yuanjiang Well-Being questionnaire was used to survey the well-being of secondary vocational school students. The data obtained from the study included activity materials, activity interviews and scores of well-being questionnaires. The data were analyzed by SPSS12.0. Leisure education courses include 8 topics, each with two hours, one semester a week. In the process of leisure education activities, we have accumulated a lot of records of students' activities and feelings. On the basis of the study of students' experience, we find that leisure education affects every aspect of students' life. Effectively improve their campus satisfaction and learning happiness. The concrete performance is: leisure education improves the quality of campus life of secondary vocational school students; enriches the campus life of secondary vocational students; helps vocational students to gradually improve their self-understanding; helps vocational students to form problem-solving methods. Our study also showed that, through leisure education, vocational students in the experimental group mastered and frequently used two coping styles of seeking help and solving problems. The level of happiness was significantly higher than that of students who did not master and use the method less. The level of happiness of secondary vocational students with coping styles such as fantasy, self-reproach and retreat was significantly lower than that of vocational school students who seldom used this method. Problem-solving and help-seeking coping styles help students improve their happiness levels. Leisure education based on happiness is an effective way for vocational students to develop in an all-round way. Secondary vocational school students are in the rapid changing stage of physical and mental development leisure education can effectively improve the well-being of secondary vocational students secondary vocational schools should pay attention to leisure education and the cultivation of students well-being. It is suggested that the secondary vocational school should first fully understand the role of leisure education in secondary vocational education; secondly, attach importance to the role of leisure education in promoting the moral growth of secondary vocational school students; third, hope that the school will take the initiative to make use of leisure activities. Effectively improve the well-being of secondary vocational students.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G712

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