【作者】 王晶；

【导师】 王国猛；

【作者基本信息】 湖南师范大学 ， 心理健康教育（专业学位）， 2018， 硕士

【摘要】 生命是人类最为珍贵的财富,也是人类实现理想的根本。随着国家对日益频发的威胁生命事件新闻的广泛关注,生命教育正式步入学校教育的行列。初中生正处于生理心理快速变化的时期,最根本的特点是半成熟、半幼稚,并且具有一定的矛盾性。由于缺乏对生命的正确认识,初中生在生活中容易受到负性事件潜移默化的影响,干扰其正常的学习和生活,甚至产生伤害自己或者他人生命的行为。因此,初中生能否正确的认识生命,形成适当水平的生命意义感,对于心理的健康发展具有重要的意义。通过查阅以往有关生命教育的研究,主要是以高中生、青少年、军人子弟、医学生、高职生、大学生和成人为研究对象,对初中生的研究比较少;在采用的干预方式上,主要以团体辅导为主,而教育训练方式较少。因此,以教育训练方式,探讨生命教育对初中生生命意义感和心理健康的影响,能够丰富我国对于生命教育干预方面的相关研究,对提升初中生生命意义感和心理健康水平提供实践参考。在此背景下,本研究采用实验组—控制组前后测实验设计,以初中生为研究对象,包括实验班1(40人),实验班2(40人),控制班(40人)。以教育训练形式,实验班1实施教师主导方式的生命教育,实验班2实施学生主导方式的生命教育,控制班不进行任何处理。在被试实施干预前后,采用Steger等人(2006)编制的《生命意义问卷》(MLQ)和王极盛(1997)编制的《中小学心理健康量表》(MSSMHS)进行测查。经过8次干预,研究显示:(1)以教师主导方式开展的生命教育能有效地提高初中生生命意义感和心理健康水平;(2)以学生主导方式开展的生命教育能有效地提高初中生生命意义感和心理健康水平;(3)对实验班1、实验班2和控制班进行方差分析和多重比较,结果表明以学生主导方式开展的生命教育效果优于以教师主导方式开展的生命教育。最后,分析本研究的不足之处,展望未来的研究方向并提出建议。更多还原

【Abstract】 Life is the most precious treasure in human life and also the foundation for mankind’s realization of ideals.With the widespread concern of the state over the ever-increasing news of life-threatening events,life education officially entered the ranks of school education.Junior high school students are in the period of rapid changes in physiology and psychology,showing semi-mature and semi-naive contradictory characteristics.Due to the lack of a correct understanding of life and the relative lack of meaning of life,junior high school students are vulnerable to adverse events in life so that junior high school students often can’t handle or solve things in an appropriate way,interfere with their normal study and life,and even Produce harm to themselves or other people’s lives behavior.Therefore,it is of great significance for junior middle school students to know their life reasonably,to get a sense of their sense of life and to gain the healthy development of their mind.However,in the past,the research on life education mainly focused on undergraduates,overall youth and high school students,while there were few studies on junior high school students.In the aspect of intervention,the main group counseling,education and training were rare way.Therefore,by means of education and training,to explore the impact of life education on sense of life and mental health of junior high school students can not only enrich our country’s research on life education,but also had practical significance to improve junior middle school students’ sense of meaning in life and mental health.In this context,this study used education training,adopting the experimental-control group before and after the experiment design.The junior students were used as the research object,including the experimental class one(40),the experimental class two(40),the control group(40).The experimental class one accepted teacher-dominant way to conduct the life education,the experimental class two accepted student-dominant way to conduct the life education,and the control group did not accept any processing.Accepting the experimental subjects before and after treatment,we used the "meaning in life questionnaire"(MLQ)by Steger(2006)and the"middle school student mental health scale"(MSSMHS)by Wang Jisheng(1997).After 8 times counseling,the research showed that:(1)The teacher-dominant way to conduct the life education had effects on improving the junior high school students’ meaning in life and mental health;(2)The student-dominant way to conduct the life education had effects on improving the junior high school students’ meaning in life and mental health;(3)Through the experimental class 1 and experimental class 2 and control group of variance analysis and multiple comparison showed that the way of student-dominant is better than the teacher-dominant way.At last,made an analysis to the insufficient of this research and provide some proposals for the future.更多还原