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集团心理辅导对初二学生班级环境的影响

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【中文摘要】:

【中文摘要】目前,越来越多的学者认为集团心理辅导能够挖掘班级的潜力、增强班级的凝集力,对班级环境的改善有主要的作用。但大多数研讨仅仅在于理论的探讨,集团心理辅导对班级环境影响的实证研讨却很少。初二学生常常呈现抗衡情感、抑郁自卑等各种各样的心理迷惑和题目以及说谎、破坏等不良行为,教育专家把这种现象称之为初二现象。因此,本研讨试图通过集团心理辅导改善班级环境的实证研讨,探索班级环境改善的心理辅导模式,为解决初二现象作出有益的尝试。本研讨选择了南通市试验中学的初二(4)班为试验班、初二(6)班为对比班,对试验班开铺集团心理辅导的干预,采取江光彩《我的班级》问卷入行测量,应用spss13.0软件对数据入行管理和统计剖析。采取t检修和Wilcoxon检修,并结合试验班学生的辅导感触感染剖析,得出以下主要结果:1.集团心理辅导对试验班的班级环境发生了积极的作用;2.集团心理辅导显明改善了试验班的师生关系(p<0.01),即集团心理辅导对于调节和改善师生关系有很显明的作用;3.集团心理辅导并没有能够有效改善试验班的同窗关系;4.集团心理辅导显明改善了试验班的学习负担(p<0.05),即集团心理辅导对于减轻学习负担有很显明的作用;5.集团心理辅导对男女生的影响并没有显明的性别差异,对男女生在师生关系和秩序纪律这两个维度上发生了同样积极的影响;6.集团心理辅导对一般学生的作用比优良学生更大,更有后果。总之,集团辅导对班级环境的改善有一定的积极作用。');
【Abstract】 An increasing number of scholars now hold that group guidance can help to explore a class’potential and enhance its cohesive force, hence improving the whole class environment. However, most studies on group guidance are confined to theoretical considerations with few on the basis of empirical research. At a critical developmental stage, second year junior middle school students are apt to experience such psychological puzzlement or problems as counteractive spirits, sense of inferiority or depressive mentality and develop misbehaviors as lying and destruction, which was termed by education experts as Second Grade Junior Middle School Phenomenon. To effectively solve this problem, this study, therefore, makes an attempt to explore a mental guidance pattern in building up favorable class atmosphere by virtue of experimental research.Class 4 Grade 2 from Nantong Experimental Middle School was chosen as the experimental class to accept group psychological intervention, while Class 6 from the same grade and the same school as the control class. Jiang Guangrong’s“My Class Questionnaire”was employed to measure the results. The following conclusions are made through the data analyzed by spss 13.0 and compared by T and Wilcoxon test in line with the reflections gained in the course of guidance:1.Group guidance plays a positive role in improving class environment.2.Group guidance notably improves teacher-student relation(p<0.01).3.Group guidance fails to refine student-student relation.4.Group guidance obviously abirritate the sense of burden on learning for the students (p<0.05).5.The influence of group guidance on girl students and boy students do not involve significant differences. For students of either ***, it plays equally positive role in improving teacher-student relation and strengthening discipline and order. 6.Group guidance has more influence on average students than on excellent students.On the whole, group guidance can play a positive role in improving class environment.

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本文TAGS: 班级 环境 影响 学生 心理 辅导 集团 the and t

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