中职生抗逆力现状与提升的实证研究

【作者】 颜苏勤；

【导师】 卢家楣；

【作者基本信息】 上海师范大学 ， 教育， 2009， 硕士

【摘要】 抗逆力是指个人面对逆境时,能够理性地选择正面的、建设性的方法和应对策略的能力,是个体与环境交互作用过程中产生出的良好的心理品质,也是适应环境的结果。对抗逆力研究是目前国内外青少年心理健康研究领域的一个热点。笔者在以往调查中发现中职生在抗逆力方面存在不少问题,家庭、学校以及两者之间的互动状态与中职生的抗逆力关系十分密切。所以,迫切需要深入地调查中职生抗逆力的现状,探索如何通过学校与家庭的积极互动促进中职生抗逆力的提升。因此,笔者将论文定位为“中职生抗逆力现状与提升的实证研究”。本文通过问卷调查、访谈调查,从定性与定量两个方面,揭示了中职生的抗逆力现状以及导致抗逆力不足的家校原因。在此基础上,探索了提升抗逆力的有效干预方法:通过“两信两会”、“师生牵手”等一系列活动,以家校结合为抓手,积极从团体、个体两个方面干预,实现了三个转变──家庭教育从关注问题转向关注优势;学校教育从平均发展转向个性化发展;家校互动从单变到多边,使中职生在抗逆力方面有了明显提升。本文的创新之处在于揭示了中职生抗逆力相对较低的现状和家校成因,提出了在新理念指导下的家校结合的提升抗逆力的操作模式。更多还原

【Abstract】 Resilience refers to the ability of rationally making positive, constructive methods selection and strategies when an individual faces adversity. It is a good mental quality and it is also an adaptation environment product resulting from interaction of the individual and environment. Resilience research is a hotspot in the adolescent mental health research area at home and abroad.I found a number of problems in secondary vocational students’ resilience in my past investigation. Families, schools, as well as the interaction state between them are closely connected with the resilience level of secondary vocational students. Therefore, there is an urgent need to investigate the present state of secondary vocational students’ resilience and explore how to promote secondary vocational students’ resilience through positive school-family interaction. Therefore, I position this paper as "An Empirical Research On The Present State Of Secondary Vocational Students’ Sesilience And Its Promotion”.I revealed the present state of secondary vocational students’ resilience and family school reason from analysis and research of qualitative and quantitative aspects through questionnaire surveys and interview surveys. On this basis, I explored effective intervention methods to promote resilience. Through a series of activities such as“mutual trust and dual associations”“hand by hand between teachers and students”, based on school-family combination and positive intervention from the groups and individuals aspects, I implemented three changes: the focus of family intervention is shifted from concerning about problems to concerning about advantages; the focus of school intervention is from average development to personality development; school-family interaction is from single intervention to multilateral intervention, and I achieved the effect.The innovation in this paper is that it reveals relatively low-level secondary vocational students’ resilience status in quo and school-family causes, and puts forward the school-family combinative operation mode to promote resilience under the guidance of new ideas.更多还原