听障大学生的师生关系与其自信的关系研究

发布时间：2018-06-18 17:50

本文选题：听障大学生 + 师生关系　；参考：《西南大学》2017年硕士论文

【摘要】：师生关系一直是教育研究的焦点之一。师生关系是教师和学生在共同的教育教学过程中,因其各自的地位、任务及规范行为的不同,通过相互的认知、情感和交往而形成的一种特殊的人际关系。师生关系是学校中最基本、最重要的人际关系,它对促进学生的身心发展以及取得良好的教育效果起着重大的作用。长期以来,我国虽然对师生关系的研究比较丰富,但这些研究主要是探讨师生关系的内涵,师生关系的类型,影响师生关系的因素,以及师生关系对普通中小学生的学业、学校适应、人格的影响,还没有人研究听障大学生的师生关系。在我国,听障大学生是一个庞大的群体。由于听障大学生存在听力障碍,他们容易产生自卑、不良情绪等心理问题。而自信不仅有助于个体心理健康,也是心理健康与否的重要标志。因此,听障大学生的自信问题值得我们关注和研究。我国对影响个体自信因素的研究,主要是探讨影响个体自信的内部因素,而对外部因素的研究相对较少。即使有人探讨影响个体自信的外部因素,也主要是探讨父母教养方式和同伴关系对个体自信的影响,还没有人研究听障大学生的师生关系与其自信的关系。为此,本研究以听障大学生为研究对象,采用自编问卷,主要通过调查法并结合个案法对听障大学生的师生关系与其自信的关系问题进行研究,通过该研究发现其特点以及存在的问题,在此基础上,提出相应的教育对策。本研究能够丰富我国对师生关系和残疾大学生的研究,有助于听障大学生建立良好的师生关系,促进听障大学生的自信发展,提高其心理健康水平。本研究的结果如下:(1)自编的《听障大学生师生关系问卷》和《听障大学生自信问卷》具有良好的信度和效度,符合教育测量学的要求,能够作为本研究的测量工具。(2)听障大学生的师生关系分为五个维度,各维度得分从高到低依次是:融洽型若即若离型亲密型冷漠型反感型。总体来说,听障大学生的师生关系较和谐。(3)在亲密型和融洽型师生关系维度上,女听障大学生得分显著高于男听障大学生;有部分听力的听障大学生得分显著高于全聋大学生;文科听障大学生得分显著高于理科听障大学生;来自城镇的听障大学生得分显著高于来自农村的听障大学生;担任学生干部的听障大学生得分显著高于普通听障大学生;大二、大三、大四听障大学生得分显著高于大一听障大学生;学业成绩优良的听障大学生得分显著高于学业成绩一般和较差的听障大学生。(4)在若即若离型、冷漠型和反感型师生关系维度上,男听障大学生得分显著高于女听障大学生;全聋大学生得分显著高于有部分听力的听障大学生;理科听障大学生得分显著高于文科听障大学生;来自农村的听障大学生得分显著高于来自城镇的听障大学生;普通听障大学生得分显著高于担任学生干部的听障大学生;大一听障大学生得分显著高于大二、大三和大四听障大学生;学业成绩较差和一般的听障大学生得分显著高于学业成优良的听障大学生。(5)听障大学生自信结构包括五个维度,各维度得分从高到低依次是:身体自信人际自信能力自信成就自信应对自信。(6)在自信总分和五个维度上,有部分听力的听障大学生得分显著高于全聋大学生;来自城镇的听障大学生得分显著高于来自农村的听障大学生;担任学生干部的听障大学生得分显著高于普通听障大学生;大二、大三听障大学生得分高于大四和大一听障大学生,大一听障大学生得分最低;学业成绩优良的听障大学生得分高于学业成绩一般和较差的听障大学生。(7)在人际自信维度上,女听障大学生得分显著高于男听障大学生;文科听障大学生得分显著高于理科听障大学生。在自信总分和成就自信维度上,文科听障大学生得分显著高于理科听障大学生。(8)融洽型师生关系和亲密型师生关系与听障大学生的自信各维度及总分呈显著正相关,反感型、冷漠型和若即若离型师生关系与听障大学生的自信各维度及总分呈显著负相关。(9)亲密型、融洽型、若即若离型、冷漠型以及反感型师生关系共可解释听障大学生自信58.1%的变异量。亲密型和融洽型师生关系对自信有正向影响,其余三种师生关系对自信的有负面影响。(10)根据本研究的结果,我们提出了以下教育对策:第一,特殊教育教师要加强对听障大学生的关爱与沟通,主动与他们建立良好的师生关系。第二,特殊教育教师要加强对听障大学生的心理健康教育,提高他们的自信水平。第三,特殊教育教师要注意因材施教,促进听障大学生的全面发展。
[Abstract]:The relationship between teachers and students has always been one of the focus of educational research. The relationship between teachers and students is a special interpersonal relationship between teachers and students in the process of common education and teaching, because of their respective status, task and standard behavior, through mutual cognition, emotion and communication. The relationship between teachers and students is the most basic and important interpersonal relationship in school. It plays a significant role in promoting the physical and mental development of students and achieving good educational effects. Although the study of the relationship between teachers and students is rich in our country for a long time, these studies mainly discuss the connotation of the relationship between teachers and students, the type of teacher-student relationship, the factors that affect the relationship between teachers and students, and the relationship between teachers and students and the ordinary primary and middle school students. There is no one to study the relationship between students and students with hearing impairment. In our country, the deaf students are a huge group. Because hearing impaired students have hearing impairment, they are prone to produce inferiority and bad mood and other psychological problems. Self-confidence is not only conducive to individual mental health, but also mental health or not. Therefore, the problem of self confidence of the deaf students is worthy of our attention and research. In our country, the research on the factors affecting self confidence is mainly to discuss the internal factors that affect the self-confidence of the individual, and the research on the external factors is relatively small. Even if some people discuss the external factors that affect the self-confidence of the individual, it is also mainly to discuss the way of parental rearing. And no one has studied the relationship between the teacher-student relationship and the self-confidence of the deaf students. Therefore, this study takes the deaf students as the research object and uses the self-made questionnaire to study the relationship between the teacher-student relationship of the deaf students and their self-confidence through the investigation method and the case method. This study finds its characteristics and problems, and on this basis, puts forward the corresponding educational countermeasures. This study can enrich the research on the relationship between teachers and students and the disabled students in China, help the deaf students to establish a good relationship between teachers and students, promote the self confidence development of the deaf students and improve their mental health. The results of this study are as follows (1) the self compiled questionnaire for the teacher-student relationship between the deaf students and the deaf students has good reliability and validity, which meets the requirements of educational surveying and can be used as a measuring tool for this study. (2) the relationship between teachers and students of the deaf students is divided into five dimensions, and the order of each dimension from high to low is in the following order: a harmonious and casual type. In general, the teacher-student relationship between the deaf students was more harmonious. (3) in the close and harmonious relationship between teachers and students, the scores of female hearing impaired college students were significantly higher than those of the male hearing impaired; some of the hearing impaired students were significantly higher than those of all deaf students; the scores of the deaf students in liberal arts were significantly higher than those of the science listening students. The scores of deaf students from urban areas were significantly higher than those from the rural areas. The scores of the deaf students who served as student cadres were significantly higher than those of the ordinary deaf students; the scores of the sophomore, senior and senior students were significantly higher than those of the big hearing disabled students; the scores of the students with good academic performance were significantly higher than those of the deaf students. (4) the scores of male hearing impaired students were significantly higher than those of female hearing impaired students in the relationship dimension of indifference, apathy and antipathy; the scores of all deaf college students were significantly higher than those of hearing impaired students with some hearing; the scores of students in science hearing impaired students were significantly higher than those of the arts hearing disabled students. The scores of the college hearing disabled students from the rural areas were significantly higher than those of the deaf students from the cities and towns. The scores of the ordinary deaf students were significantly higher than those of the deaf students. The scores of the big hearing disabled students were significantly higher than those of the sophomores, the third and fourth hearing impaired students, and the scores of poor academic performance and the general hearing impaired students were significantly higher than those of their studies. (5) the self-confidence structure of the deaf students with hearing impairment includes five dimensions. The scores of each dimension from high to low are: self confidence, self-confidence, self-confidence, self-confidence, self-confidence and self-confidence. (6) on the total score of self-confidence and five dimensions, the scores of hearing impaired students with some hearing are significantly higher than those of all deaf students. The score of the disabled college students was significantly higher than that of the deaf students from the rural areas; the scores of the deaf students who served as student cadres were significantly higher than those of the ordinary deaf students; the sophomores scored higher than the senior and first hearing impaired students, and the scores of the big hearing disabled students were the lowest; the scores of the students with good academic achievements were higher than those of the academic achievement. (7) in the interpersonal self-confidence dimension, the score of female hearing impaired college students was significantly higher than that of the male hearing impaired; the scores of the arts hearing impaired college students were significantly higher than those of the science hearing impaired. In the dimension of self-confidence and achievement self-confidence, the scores of the students of the deaf students of liberal arts were significantly higher than those of the science hearing disabled students. (8) the harmonious teacher. There was a significant positive correlation between the relationship of student relationship and intimate type between teachers and students, and there was a significant positive correlation between the dimensions and total scores of the self-confidence of the deaf students. The relationship of antipathy, apathy and insensitive teachers and students had a significant negative correlation with the self-confidence of the deaf students. (9) close and harmonious, if the relationship between the indifference, the apathy and the antipathy of the teacher-student relationship could be explained. The variance of 58.1% of the deaf students with hearing impairment. Intimate and harmonious relationship between teachers and students has positive influence on self-confidence and the other three teacher-student relations have negative influence on self-confidence. (10) according to the results of this study, we put forward the following educational countermeasures: first, special education teachers should strengthen the care and communication to the deaf students and take the initiative with them. To establish a good relationship between teachers and students. Second, special education teachers should strengthen mental health education for deaf students and improve their self-confidence level. Third, special education teachers should pay attention to teaching students in accordance with their aptitude to promote the all-round development of deaf students.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G762

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