【作者】 王萌；

【导师】 佐斌；

【作者基本信息】 华中师范大学 ， 应用心理学， 2016， 硕士

【摘要】 自2007年起,国务院决定在教育部直属师范大学实行师范生免费教育,华中师范大学便是最早实行该政策的六所大学之一。随着相关政策的出台和实施,免费师范生群体开始受到社会的广泛关注。免费师范生群体承载着国家改善教育资源不均衡现状和促进教育公平的期望,将对我国未来基础教育事业的发展产生重要而深远的影响(张燕、张晓辉,2011)。但是,从国外对于师范生群体的研究来看,公众似乎一直对师范生存在一种与能力有关的消极刻板印象。甚至,这种消极刻板印象曾一度影响到他们正常的学习与生活(Ihme,2014)。根据学院对应用型研究生的要求,即从现实生活中去发现问题,运用理论知识有针对性地解决问题,本文主要包含绪论、研究设计、建议对策三个部分。研究一,运用前人编制《免费师范生刻板印象强度问卷》对湖北某高校在校大学生200名进行调查。发现他们评定免费师范生特质后,结果“缺乏进取心”、“偏远地区”等词汇达到显著(p<0.01),因此可知人们对免费师范生确实存在某种消极刻板印象。研究二,同样调查了200名在校大学生,运用Fiske编制的27种特质量表,从能力、热情维度出发要求他们进行评定。发现免费师范生在“被动”、“轻信”等特质词汇上达到显著(p<0.01)。更进一步说明了这种与能力有关的消极刻板印象,在国内免费师范生群体中同样存在。根据研究中发现的免费师范生消极刻板印象,可以有针对性地提出建议和对策,主要包括两个方面：一,学校方面应采取的建议与对策；二,免费师范生个人应采取的策略。学校方面采取的建议与对策包括4点：(1)运用能力增长观改变免费师范生消极刻板印象,强调缺乏进取心、被动轻信、缺乏独立思考等特点并非固定不变的,只要免费师范生肯努力、敢于迎接挑战,他们就能克服消极刻板印象的不利影响。(2)利用角色榜样消除消极刻板印象不利影响。通过免费师范生内群体榜样的力量,反驳刻板印象带来的不利影响。(3)通过外归因减弱消极刻板印象影响。通过将师范生在情景压力下,产生的焦虑归因于外部环境因素,减轻其压力。(4)鼓励学生肯定自我价值改变消极影响。免费师范生通过肯定自己特长与自我价值,避免消极因素给他们的影响。免费师范生个人应采取的策略包括2点：(1)提高自我效能感应对消极刻板印象。训练方式包括：提升效能期望、运用替代经验、有事实依据的言语劝说。(2)正念减压疗法应对消极刻板印象,本文包含具体方案。更多还原

【Abstract】 Since 2007, the State Council decided to carry out free education for the tuition-free normal students studied in the Normal Universities which are directly subordinate to Ministry of Education. Our Central China Normal University is one of the six universities where this policy was earliest implemented. After the relevant policies was issued and carried out, social concerns was started to be widely paid to the group of tuition-free normal students who carries the state expectation to improve the current situation of imbalanced education resources and facilitate educational equality and will have a significant and profound influence on the development of domestic basic education in the future (Zhang yan, Zhang Xiaohui,2011). However, according to the foreign researches on the group of normal students, the public seems to always to have a negative stereotype on normal students, which is related to abilities. What’s more, this kind of negative stereotype even once affected their regular studies and lives (Ihme, 2014).As an application-oriented postgraduate, I hope to identify problems in real life and then specifically solve them using theoretical knowledge. Thus, the designs for research 1 and research 2 both aims to put forward some plans to change the negative stereotype on the tuition-free normal students in a better way. In research 1, an investigation was carried out among the 200 students studying in a university in Hubei province using Intensity Questionnaire of Negative stereotype on tuition-free Normal College Students previously compiled. According to their assessment about the features of tuition-free normal students, vocabularies of traits like "lack of enterprising spirits" and "remote areas" were used at the level of significance (p<0.01). It shows there is indeed a public negative streotype on tuition-free normal students. In research 2,200 students were also investigated. But the assessment was made from 2 dimensions of competence and warmth with the scale of 27 kinds of traits compiled by Fiske. The results show that the vocabularies of traits like "passive" and "gullible" were used at the level of significance (p<0.01) and further account for the existence of this negative stereotype related with competence among the domestic tuition-free normal college students.When the problem was identified, what we should do is to work out proposals and measures to solve it. The proposals and measures should be adopted by 2 parts:one is the part of colleges; the other one is the part of tuition-free normal students themselves. About the proposals and measures adopted by colleges, there are 4 points:(1) To change the negative stereotype on tuition-free normal students by using incremental view of ability, such as lack of enterprising spirit, passive and gullible and lack of independent thinking, are not definitely fixed and they are able to eliminate the adverse impact caused by the negative stereotype as long as tuition-free normal students are willing to make effort and brave to face the challenges. (2) To eliminate the adverse impact caused by the negative stereotype by role models, which means to resist against the adverse impact caused by the negative stereotype through the power of the group model among the tuition-free normal students. (3) To waken the adverse impact caused by the negative stereotype by external attribution which means to help free-charge normal students to relieve their pressures to attribute the anxiety under the situation pressure to external environment factors. (4) To change the negative influence by encouraging the students to affirm their values which means that tuition-free normal student avoid the adverse impact caused by passive factors through affirming their own strong points and self-values. About the measures adopted by tuition-free normal students themselves, there are 2 points:(1) To cope with the negative stereotype by improving the sense of self-efficacy. The training methods include:elevating efficacy expectation, using vicarious experience and verbal persuasion with factual evidences. (2) To cope with the negative and stiff impression by technique of mindfulness-based stress reduction for which the detailed programs were included in this paper.更多还原