工读学校学生的人格特点及其辅导研究
|
摘要
人格辅导(教育)是一种着眼于发展受教育者心理品质的教育。人格教育的宗旨是使受教育者形成一个健全的、日趋完善的人格，把知、情、意统一协调起来，建立一种完整和健全的心理结构。人格教育把德育、智育、体育、美育和劳动技术教育这几方面结合起来，使受教育者具有较高的动机水平和自我意识，形成一个高层次、高效能的自我调节与控制系统。实行人格教育，不但能使受教育者形成健康的人格，还能使受教育者最大限度地发挥自己适应社会和改造社会的潜力，把对社会的贡献作为人生的追求与兴趣。
有史以来，教育一直有两个伟大的目标：帮助年轻人变得聪明并且善良。前者是传统教育的目标，后者则是人格教育的目标。但现在教育面临着危机，即重视学生的才能培养而忽视了其人格品质的塑造。
出于人格教育的重要性，本研究以工读学校学生和中学生为对象，运用卡特尔14人格因素问卷(CPQ)对其人格特征进行了调查分析，得出两者人格特征之间的相同点和不同点，并对形成这些差异的原因进行了分析，最后对当今工读学校学生和中学生的人格辅导提出了一些建议。
研究结果表明，中学生和工读学校学生14种人格因素之间的差异主要集中在聪慧性、轻松性、敏感性和自律性等四个方面，而且在聪慧性和敏感性两方面有极其显著性差异。中学生的聪慧性和自律性要好于工读生，而在敏感性和轻松性方面的表现则不如工读生。此外，工读生与中学生比较，工读生的焦虑水平明显高于中学生；性格也明显比中学生趋于内向，在神经过敏性方面两者则没有明显差异。
使中学生和工读生出现行为偏差和心理异常的原因是多种多样的，但主要集中在教育失误、家庭原因和社会环境因素以及学生个人内部原因等方面。
针对青少年学生的人格特点及其成因，本文列举了一些人格障碍的类型并初步提出了一些人格辅导建议，包括为工读生和中学生学生创造良好的教育和生活环境、运用各种方法进行人格训练和培养等。
Personality education or direction is a kind of education that focuses on developing mental traits of students. Its tenet is to make students develop healthy and perfect personality, harmonize perception, feeling and volition in order to foster wholesome mental structure. Personality education is a comprehensive education comprising of moral education, intellectual education, physical education, aesthetic education and labor technological education. In other words, personality education can not only inspire educatees' motivation and self-consciousness, but also make them come into being high ability of self-regulation.
With beginning of education, the goals of education are making educatees more wise and goodness. The former is goal of traditional education; the latter is goal of personality education. Unfortunately, contemporary education is facing crisis, which is focusing on educatees' capacity, but ignoring shaping their personality.
It is because the importance of personality education, this research investigated the subjects who include Gong Du Shengs (students of Gongdu School) and middle school students using Cattel Personality 14 Factors Questionnaire (CPQ), and analyzed the differences of personality between them. At last, the researcher put forward some suggestions for personality education of Gong Du Shengs and middle school students.
The outcomes of this research show that the main differences between Gong Du Shengs and middle school students fasten on intelligence, relaxation, sensitivity and self-discipline, moreover, the differences of intelligence and sensitivity are significant. Intelligence and self-discipline of Middle school students' are better than those of Gong Du Sheng are, but the sensitivity and relaxation are worse than those of Gong Du Sheng are. Additionally, Gong Du Sheng's anxiety level is higher than that of middle school students and the characters of them are more introversive than those of middle school students are.
There are many reasons causing young men's behavior disability and abnormal mentality. But, the following four reasons, which are educational mistakes, bad family and social environments and students' inner reasons, play a very important role.
Finally, the researcher presents some suggestions for young students' personality education at the end of the article, which comprise of providing good environments of learning and living, and various ways of shaping personality for students.
有史以来，教育一直有两个伟大的目标：帮助年轻人变得聪明并且善良。前者是传统教育的目标，后者则是人格教育的目标。但现在教育面临着危机，即重视学生的才能培养而忽视了其人格品质的塑造。
出于人格教育的重要性，本研究以工读学校学生和中学生为对象，运用卡特尔14人格因素问卷(CPQ)对其人格特征进行了调查分析，得出两者人格特征之间的相同点和不同点，并对形成这些差异的原因进行了分析，最后对当今工读学校学生和中学生的人格辅导提出了一些建议。
研究结果表明，中学生和工读学校学生14种人格因素之间的差异主要集中在聪慧性、轻松性、敏感性和自律性等四个方面，而且在聪慧性和敏感性两方面有极其显著性差异。中学生的聪慧性和自律性要好于工读生，而在敏感性和轻松性方面的表现则不如工读生。此外，工读生与中学生比较，工读生的焦虑水平明显高于中学生；性格也明显比中学生趋于内向，在神经过敏性方面两者则没有明显差异。
使中学生和工读生出现行为偏差和心理异常的原因是多种多样的，但主要集中在教育失误、家庭原因和社会环境因素以及学生个人内部原因等方面。
针对青少年学生的人格特点及其成因，本文列举了一些人格障碍的类型并初步提出了一些人格辅导建议，包括为工读生和中学生学生创造良好的教育和生活环境、运用各种方法进行人格训练和培养等。
Personality education or direction is a kind of education that focuses on developing mental traits of students. Its tenet is to make students develop healthy and perfect personality, harmonize perception, feeling and volition in order to foster wholesome mental structure. Personality education is a comprehensive education comprising of moral education, intellectual education, physical education, aesthetic education and labor technological education. In other words, personality education can not only inspire educatees' motivation and self-consciousness, but also make them come into being high ability of self-regulation.
With beginning of education, the goals of education are making educatees more wise and goodness. The former is goal of traditional education; the latter is goal of personality education. Unfortunately, contemporary education is facing crisis, which is focusing on educatees' capacity, but ignoring shaping their personality.
It is because the importance of personality education, this research investigated the subjects who include Gong Du Shengs (students of Gongdu School) and middle school students using Cattel Personality 14 Factors Questionnaire (CPQ), and analyzed the differences of personality between them. At last, the researcher put forward some suggestions for personality education of Gong Du Shengs and middle school students.
The outcomes of this research show that the main differences between Gong Du Shengs and middle school students fasten on intelligence, relaxation, sensitivity and self-discipline, moreover, the differences of intelligence and sensitivity are significant. Intelligence and self-discipline of Middle school students' are better than those of Gong Du Sheng are, but the sensitivity and relaxation are worse than those of Gong Du Sheng are. Additionally, Gong Du Sheng's anxiety level is higher than that of middle school students and the characters of them are more introversive than those of middle school students are.
There are many reasons causing young men's behavior disability and abnormal mentality. But, the following four reasons, which are educational mistakes, bad family and social environments and students' inner reasons, play a very important role.
Finally, the researcher presents some suggestions for young students' personality education at the end of the article, which comprise of providing good environments of learning and living, and various ways of shaping personality for students.
引文
1．江晨清、杨安定：《中国工读教育》，上海教育出版社，1992
2．叶奕乾、何存道、梁宁建：《普通心理学》，华东师范大学出版社，1997
3．《青少年犯罪研究资料汇编》，第二、四辑，中国社会科学院青少年研究所，1981
4．申平华：《青年行为学》，湖南人民出版社，1988
5．徐建：《青少年犯罪学》，上海社会科学院出版社，1986
6．(英)德里克．赖特著，周振林、朱晓平等译，《行为，性格，犯罪》，黑龙江人民出版社，1988
7．徐应龙：《青少年生理心理特征与教育方法》，上海人民出版社，1982
8．余展飞编著：《青少年心理卫生指导》，上海科学普及出版社，1988
9．许华应：《青少年违法犯罪问题初探》，吉林人民出版社，1984
10．方俊明：《认知心理学与人格教育》，陕西师范大学出版社，1990
11．汤盛钦主编：《特殊教育概论》，上海教育出版社，1998
12．潘国和，罗伯特．麦尔主编：《美国矫正制度》，华东师范大学出版社，1994
13．陈伯达：《佛陀的人格教育》，台北，佛陀教育基金会，1994
14．罗大华：《青少年违法犯罪心理分析》，知识出版社，1982
15．田森：《当今青少年犯罪问题》，四川人民出版社，1983
16．陈安福主编：《心理教育》，四川教育出版社，1994
17．祝蓓里，陈国鹏：“工读学校学生性格的初步调查和分析”，《青少年犯罪研究》，1982年第11、12期
18．韦有华编著：《人格心理辅导》，上海教育出版社，2000
19．沙莲香主编：《人格的健康与治疗手册》，中国人民大学出版社，1988
20．卢家楣著：《现代青年心理探索》，同济大学出版社，1989
21．(美)罗兰 帕克著，尚京子，刘力等译：《个性与价值》，华夏出版社，1991
22．陈仲庚、张雨欣编著：《人格心理学》，辽宁人民出版社，1987
23．孙昌龄著：《青年心理健康顾问》，中国青年出版社，1987
24．车文博主编：《青年心理学》，吉林教育出版社．1987
25．郑雪：“论人格教育的意义、目标和原则”，华南师范大学学报(社科版)，1996年第四期
26．黄辛隐：“人格辅导——心灵的辅导”，《苏州教育》(苏州)．1999．3．44～45
27．张伯源、陈仲庚编著：《变态心理学》，北京科学技术出版社，1986
28．(印)S．K曼格尔著，胥波、王本浩、陆杰荣译，魏奉群校：《变态人格心理分析》，辽宁教育出版社，1988
29．(美)罗伯特．G．迈耶、保罗．萨门合著，丁煌，李吉全、武志宏译：《变态心理学》，辽宁人民出版社，1988
30. Valisiner. Joan: Human Development and Culture the Social Nature of Personality and Its Study. Lexington, Mass, Lexington Books, 1989
31. Norman. S. Endler, J. Maicker Hunt: Personality and Behavioral Disorders, New York, 1984
32. L. W. Hove & M. M. Hove: Personality Education, Values Clarification and Beyond. Hart Publishing Company Inc. New York City, 1975
33. Ramasami. T. Education and Personality Development. New Delhi Ashish Publishing House, 1993
34. Ninnicott. D. W. Deprivation and Delinquency. London; New York; Tavistock Publications; New York: Tavistock Publications in Association with Methuen, 1984
35. Edited by Howard M. Knoff. The assessment of Child and Adolescent Personality. New York & London: The Guilford Press, 1986
36. Edited by Debbie Hindle and Marta Vaciago Smith. Personality Development. London: 11 New Fetter Lane London EC4P 4EE, 1999.
2．叶奕乾、何存道、梁宁建：《普通心理学》，华东师范大学出版社，1997
3．《青少年犯罪研究资料汇编》，第二、四辑，中国社会科学院青少年研究所，1981
4．申平华：《青年行为学》，湖南人民出版社，1988
5．徐建：《青少年犯罪学》，上海社会科学院出版社，1986
6．(英)德里克．赖特著，周振林、朱晓平等译，《行为，性格，犯罪》，黑龙江人民出版社，1988
7．徐应龙：《青少年生理心理特征与教育方法》，上海人民出版社，1982
8．余展飞编著：《青少年心理卫生指导》，上海科学普及出版社，1988
9．许华应：《青少年违法犯罪问题初探》，吉林人民出版社，1984
10．方俊明：《认知心理学与人格教育》，陕西师范大学出版社，1990
11．汤盛钦主编：《特殊教育概论》，上海教育出版社，1998
12．潘国和，罗伯特．麦尔主编：《美国矫正制度》，华东师范大学出版社，1994
13．陈伯达：《佛陀的人格教育》，台北，佛陀教育基金会，1994
14．罗大华：《青少年违法犯罪心理分析》，知识出版社，1982
15．田森：《当今青少年犯罪问题》，四川人民出版社，1983
16．陈安福主编：《心理教育》，四川教育出版社，1994
17．祝蓓里，陈国鹏：“工读学校学生性格的初步调查和分析”，《青少年犯罪研究》，1982年第11、12期
18．韦有华编著：《人格心理辅导》，上海教育出版社，2000
19．沙莲香主编：《人格的健康与治疗手册》，中国人民大学出版社，1988
20．卢家楣著：《现代青年心理探索》，同济大学出版社，1989
21．(美)罗兰 帕克著，尚京子，刘力等译：《个性与价值》，华夏出版社，1991
22．陈仲庚、张雨欣编著：《人格心理学》，辽宁人民出版社，1987
23．孙昌龄著：《青年心理健康顾问》，中国青年出版社，1987
24．车文博主编：《青年心理学》，吉林教育出版社．1987
25．郑雪：“论人格教育的意义、目标和原则”，华南师范大学学报(社科版)，1996年第四期
26．黄辛隐：“人格辅导——心灵的辅导”，《苏州教育》(苏州)．1999．3．44～45
27．张伯源、陈仲庚编著：《变态心理学》，北京科学技术出版社，1986
28．(印)S．K曼格尔著，胥波、王本浩、陆杰荣译，魏奉群校：《变态人格心理分析》，辽宁教育出版社，1988
29．(美)罗伯特．G．迈耶、保罗．萨门合著，丁煌，李吉全、武志宏译：《变态心理学》，辽宁人民出版社，1988
30. Valisiner. Joan: Human Development and Culture the Social Nature of Personality and Its Study. Lexington, Mass, Lexington Books, 1989
31. Norman. S. Endler, J. Maicker Hunt: Personality and Behavioral Disorders, New York, 1984
32. L. W. Hove & M. M. Hove: Personality Education, Values Clarification and Beyond. Hart Publishing Company Inc. New York City, 1975
33. Ramasami. T. Education and Personality Development. New Delhi Ashish Publishing House, 1993
34. Ninnicott. D. W. Deprivation and Delinquency. London; New York; Tavistock Publications; New York: Tavistock Publications in Association with Methuen, 1984
35. Edited by Howard M. Knoff. The assessment of Child and Adolescent Personality. New York & London: The Guilford Press, 1986
36. Edited by Debbie Hindle and Marta Vaciago Smith. Personality Development. London: 11 New Fetter Lane London EC4P 4EE, 1999.