【作者】 苏雪云；

【导师】 方俊明；

【作者基本信息】 华东师范大学 ， 特殊教育学， 2005， 博士

【副题名】特殊教育背景下对“统一人格”的追寻

【摘要】 关于人的自我意识的研究有悠久的历史,哲学史上一开始就对“自我”进行了追问,不同的哲学家有各自独特的理解;而心理学的加入,使得对于自我意识的研究有了新的视角,当然不同的心理学家的自我理论都有一定的哲学基础。在相当长的时间里,心理学家们较多地关注自我意识的认知成分,对于自我意识(自尊)的情感成分则相对冷落,实际上从精神分析的自我观开始,在临床上已经将低自尊和抑郁情绪相联系,这一联结在现代得到了进一步强化,目前自我概念和自尊研究中的一个新趋势是对自尊的功能进行研究,关注自尊的情感成分,以及自尊对于个体的情绪和行为的影响。 特殊儿童的自我意识特征的相关理论和研究较少,对于超常儿童自我概念的研究得出的结论各不相同,究竟“天才”、“超常”对于这类特殊儿童的自我意识有什么样的影响需要进一步的探讨。 在上述研究的理论背景下,本研究在内容上,立足特殊教育的语境,在知情意的大框架下,关注超常儿童“主体”意义上的自我特征,以及从功能上来探讨自我概念、自尊对于情绪的影响;在研究范式上,采用质、量结合,静态和动态研究,采用立体性、整体性的方法对前人的争论和新的趋势进行进一步补充探讨。在这两者的基础上,本研究关注知识的价值和意义,讨论了作为“人”的特殊儿童的需要以及“自我”作为建构特殊儿童“统一人格”的途径的可能性。 全文分为五章:第一章为研究背景的综述,系统回顾了哲学、心理学(教育学)对于“自我意识”的思考和研究,归纳了主要的理论及其有影响力的观点,并阐明了特殊教育语境下自我意识研究的特殊内涵。 第二章提出了整个研究的着眼点和基本问题,并对本研究中的重要概念进行了界定和说明;同时对整个研究的方法论和研究范式进行了进一步的说明;并对同样具有“自我意识”的研究者本人的角色进行了剖析。 第三章结合标准化量表和开放性的自我描述,以及访谈,对超常高中生的自我概念和自尊特征进行了研究。学业超常儿同的自我意识受智商水平(认知因素)和群体(社会性因素:其中包括学业超常儿童、听障儿童和普通儿童)的影响,相对普通儿童而言,学业超常儿童学业自我概念较高,自尊水平较高,但在社会性自我概念上不具显著差异。 第四章包括四个实验,主要研究了超常儿童在一个发展阶段的自我意识特征及其对情绪的影响作用,验证了以下几个方面的问题:第一,自尊对于情绪的影响不仅是静态的“影响”作用,而且还是动态的“中介”作用,高自尊超常儿童具有特殊表现。两个实验分别验证了在有无干扰两种条件下的表情识别上、实验更多还原

【Abstract】 The history of the study of the self can be traced back to ancient Greek philosophy, as revealed in Socrates’ "know thyself. Different philosopher had his own unique view on the Sphinx Riddle: the riddle of human being. The psychologists have contributed significantly to study of the self, as started with William James. Psychological research has been focused on the self as a cognitive construction for a long period. Until recently there has been much less emphasis on the affective dimension of the self, despite the historical precedent for the link between self-esteem and depressed affect which was beginning with Freud. Increasingly, however, theorists and investigator have turned their attention to the affective implications of self-esteem with strong interests in the functional or mediational role of the self-esteem, thus, there has been more study on the emotional and behavioral consequences.There have fewer theoretical and practical studies on the self of special child. Those conclusions drawn from the completed research are very controversial, some of them argued that giftedness has positive effect on the children, others differed. To explore the impact of giftedness more and thorough studies are needed.This dissertation explores the functional role of the self-esteem within the context of special education and framework of the correlations within cognition, emotion and selfhood, using systematic methods which integrate quantitive methods and qualitative methods. Furthermore this article discusses the three levels of the needs of special children with an emphasis on "human value". Then the possibility of the approach to construct the concordant personality of the children with special needs are presented and discussed.The dissertation is divided into five chapters. The first chapter is a review on the thoughts and studies on self in philosophy and psychology perspective. Recent development and trend on the investigation of the self is addressed. The special meaning of the self study within the special education context is explained.The second chapter represents the principal and the basic researchquestions and clarifies the key conceptions in this study. The systematic methods and the role of "investigator" as a subjective and objective self is reexamined.The third chapter does the research on the self-concept and self-esteem of the gifted senior school students using Self Description Questionnaire II (Marsh, 1986), The Self-Esteem Scale (Rosenberg, 1965) and open self-description of "WO"(which means both I and Me in Chinese). The results as follows: self-concept of giftedness is influenced by IQ level (cognition factor) and Group (social factor) and gifted students have positive academic self-concept and higher self-esteem.The fourth chapter includes four experiments ,important results as follows: firstly, the role of self-esteem plays in the process of impacting the emotion is both influential as independent variable and mediational as dependent variable. Giftedness, IQ level and self-esteem level have their own way to impact the emotion and cognitive task both in the processing of the recognition of facial expression (with or without word interference) and the decreased or increased self-esteem in experimental environment. The process is not single-acting but interacting. Secondly, self-esteem impacts the process of self-regulation of anxiety in an ecological context. Thirdly, an mini-educational intervention tries to explore the hypotheses that stable self-concept could be enhanced by proper way, based on the results from the said three studies. Group Therapy has positive effect on the self-concept and self-esteem of gifted female students.The last chapter is a general discuss. Knowledge is virtue as well. The impact of "the knowledge which is got from the study" on the life of the special child is strongly concerned. The three level of the needs of special children with an emphasis on "human value" and the possibility of the approach to construct the concordant personality of the children with special needs更多还原