發(fā)布時間：2018-05-21 00:14

  本文選題：情緒智力 + 農(nóng)村初中生��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：情緒智力是知覺、理解、調(diào)控自己和他人情緒及運用情緒去解決問題的能力。世界教育創(chuàng)新峰會(WISE)與北京師范大學(xué)中國教育創(chuàng)新研究院在2016年6月3日的發(fā)布《面向未來:21世紀(jì)核心素養(yǎng)教育的全球經(jīng)驗》研究報中指出,最受重視的公民素養(yǎng)包括溝通與合作、自我認(rèn)識與自我調(diào)控等七大素養(yǎng),而這些素養(yǎng)或多或少都離不開情緒智力的參與。以往研究發(fā)現(xiàn)情緒智力對人們的自我認(rèn)知、工作績效、社會適應(yīng)、人際關(guān)系等都會產(chǎn)生影響;個體的情緒智力水可以通過一定的途徑和方法得到提高。關(guān)于情緒智力的培養(yǎng)研究已經(jīng)取得了一些成果,如學(xué)者們采用團(tuán)體輔導(dǎo)、樂觀主義訓(xùn)練等方法來對中學(xué)生、大學(xué)生、高職生、服刑青少年等的情緒智力進(jìn)行干預(yù)研究,但尚且沒有針對農(nóng)村初中生群體的研究。鑒于此,本研究采用隨機(jī)整群取樣的方法,抽取山西省陽城縣某農(nóng)村的一所中學(xué)初一、初二學(xué)生作為被試,以《情緒智力量表》為工具,考察農(nóng)村初中生的情緒智力現(xiàn)狀;同時,采用單因素實驗組——控制組前后測的準(zhǔn)實驗設(shè)計進(jìn)行教學(xué)干預(yù)實驗研究。本研究旨在分析農(nóng)村初中生的情緒智力現(xiàn)狀,并通過設(shè)置相應(yīng)的課程內(nèi)容,以期提高他們的情緒智力水平,豐富今后相關(guān)培養(yǎng)工作的理論和實踐依據(jù)。具體研究結(jié)論如下:(1)農(nóng)村初中生的情緒智力及其各維度分布較為均衡,總體處于中等的水平;在年級和性別上不存在明顯的差異。(2)教學(xué)干預(yù)對農(nóng)村初中生情緒智力總體水平的影響顯著,經(jīng)過教學(xué)干預(yù),學(xué)生的情緒智力總體水平有明顯的提高。(3)教學(xué)干預(yù)對農(nóng)村初中生情緒感知能力的影響顯著,科學(xué)合理的教學(xué)干預(yù)可以提高學(xué)生的情緒感知能力。(4)教學(xué)干預(yù)對農(nóng)村初中生情緒自我管理能力的影響顯著,科學(xué)合理的教學(xué)干預(yù)可以提高學(xué)生的情緒自我管理能力。(5)教學(xué)干預(yù)對農(nóng)村初中生管理他人情緒能力的影響顯著,科學(xué)合理的教學(xué)干預(yù)可以提高學(xué)生管理他人情緒的能力。(6)教學(xué)干預(yù)對農(nóng)村初中生運用情緒能力的影響不顯著,經(jīng)過一段時間的教學(xué)干預(yù),學(xué)生的運用情緒能力沒有明顯的提高。
[Abstract]:Emotional intelligence is the ability to perceive, understand, regulate the emotions of oneself and others, and use emotions to solve problems. The World Summit on Educational Innovation (WISE) and the China Institute of Educational Innovation, Beijing normal University, published on June 3, 2016, "Global experiences in Core Literacy Education for the Future: the 21st Century", pointed out that The most valued citizenship qualities include communication and cooperation, self-awareness and self-regulation, and these qualities are more or less inseparable from the participation of emotional intelligence. Previous studies have found that emotional intelligence has an impact on people's self-cognition, job performance, social adaptation, interpersonal relationships and so on, and individual emotional intelligence water can be improved through certain ways and means. Some achievements have been made on the cultivation of emotional intelligence, such as the intervention study of the emotional intelligence of middle school students, college students, higher vocational students, teenagers serving sentences, etc., by the methods of group counseling and optimistic training, etc. However, there is no research on rural junior high school students. In view of this, this study uses the random cluster sampling method to select the junior high school students from a rural middle school in Yangcheng County, Shanxi Province as subjects, using the emotional Intelligence scale as a tool to investigate the current situation of emotional intelligence of rural junior high school students. At the same time, the experimental study of teaching intervention was carried out with the quasi-experimental design of single-factor experimental group-control group before and after the test. The purpose of this study is to analyze the present situation of emotional intelligence of junior high school students in rural areas, and to improve their emotional intelligence level and enrich the theoretical and practical basis of relevant training work by setting up corresponding curriculum contents. The specific conclusions are as follows: (1) the distribution of emotional intelligence and its dimensions of junior middle school students in rural areas is relatively balanced, and the overall level is in the medium level; There was no significant difference between grade and gender.) the influence of teaching intervention on the overall level of emotional intelligence of rural junior high school students was significant. The overall level of students' emotional intelligence was significantly improved. (3) the influence of teaching intervention on the emotional perception ability of rural junior high school students was significant. Scientific and reasonable teaching intervention can improve students' emotional perception ability.) the influence of teaching intervention on rural junior high school students' emotional self-management ability is significant. Scientific and reasonable teaching intervention can improve students' emotional self-management ability.) the influence of teaching intervention on the ability of rural junior high school students to manage others' emotion is significant. Scientific and reasonable teaching intervention can improve students' ability of managing others' emotion. (6) the influence of teaching intervention on the ability of using emotion of rural junior high school students is not significant. After a period of teaching intervention, the students' ability of using emotion has not been obviously improved.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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