拉萨市初中藏族学生同伴关系研究

发布时间：2019-06-14 03:19

【摘要】：本研究目的为研究拉萨市初中藏族学生同伴关系的现状。采用抽样问卷调查的方法,抽取拉萨市一中和八中两所初中的藏族学生,采用分层取样,男女生按自然分布取样。这两所学校招生的对象藏汉学生都有而且学生人数较多几乎覆盖全市,所以选择这两所学校的学生具有代表性。从初一至初三年级各抽取一个班的学生(每班50-60名)共330名左右学生作为调查对象。采用沃建中等人编制的同伴关系问卷。研究结果表明:结果初中藏族学生在同伴关系层面上,交谈能力,待人接物和与异性朋友交往三方面存在差异,同时藏族学生中学生同伴交往存在着明显的性别差异,女生的同伴关系明显好于男生。不同的年级在同伴关系的交谈能力,交际困扰,待人接物及与异性交往四个维度上存在差异,特别是交际困扰,待人接物和与异性交往三方面的差异显著。在课堂教学中,教师可以通过建构协商学习,按同伴关系编组,鼓励同伴指导等策略,营造和谐的教与学环境,增加师生交流、生生交流的机会,让学生成为彼此的良师益友,共同提高学习效果。一是通过加强学生思想道德品质修养建立和谐的同伴关系,让学生能够树立正确的世界观、人生观和价值观。二是积极营造和谐的校园文化和温馨的班级氛围,校园文化作为一种环境教育力量,对学生的健康成长有着巨大的影响。校园文化建设的终极目标就在于创设一种氛围,以陶冶学生情操,培育健康人格、和谐同伴关系,促进学生全面发展。教师可以通过加强班集体建设、学生民主管理班级、开展班级交往活动以及充分利用班会课,形成班级舆论引导来培养学生和谐的同伴关系。
[Abstract]:The purpose of this study was to study the present situation of peer relationship among Tibetan students in junior high school in Lhasa. By using the method of sampling questionnaire, the Tibetan students from two junior middle schools in Lhasa, No. 1 Middle School and No. 8 Middle School, were sampled by stratified sampling, and the boys and girls were sampled according to the natural distribution. Both schools are enrolled in Tibetan and Chinese students, and the number of students in the two schools is almost the whole city, so the students who choose these two schools are representative. A total of about 330 students were selected from the first grade of junior high school to the third grade of junior high school (50 students in each class) as the subjects of the survey. The peer relationship questionnaire compiled by Wo Jianzhong et al. The results show that there are differences in peer relationship, conversation ability, treatment and communication with friends of the opposite sex among Tibetan students in junior middle school. At the same time, there are obvious gender differences in peer communication between Tibetan students and middle school students, and the peer relationship of girls is obviously better than that of boys. There are significant differences in the four dimensions of peer relationship conversation ability, communication distress, treatment of objects and communication with the opposite sex in different grades, especially in communication problems, treatment of objects and communication with the opposite sex. In classroom teaching, teachers can construct negotiation learning, group according to peer relationship, encourage peer guidance and other strategies, create a harmonious teaching and learning environment, increase the opportunity of communication between teachers and students, students and students, so that students can become teachers and friends of each other, and jointly improve the learning effect. First, by strengthening the cultivation of students' ideological and moral quality to establish a harmonious peer relationship, so that students can establish a correct world outlook, outlook on life and values. The second is to actively create a harmonious campus culture and warm class atmosphere. Campus culture, as a force of environmental education, has a great impact on the healthy growth of students. The ultimate goal of campus culture construction is to create an atmosphere to cultivate students' sentiment, cultivate healthy personality, harmonious peer relationship and promote the all-round development of students. Teachers can cultivate students' harmonious peer relationship by strengthening class collective construction, students managing classes democratically, carrying out class communication activities and making full use of class meeting classes to form class public opinion guidance.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G755.5

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