小学语文教学中改善学生情绪调节困难状况的实验研究

An Experimental Study on Enhancing Pupil's Difficulties in Emotion Regulation in Chinese Teaching

采用实验组、控制组前后测实验设计,选取42名小学四年级学生,以语文学科教学为依托,运用教学实验方法探索语文教学中改善学生情绪调节困难状况之渗透方式的有效性。结果表明:学科渗透可以在一定程度上改善学生情绪调节困难状况、促进心理素质发展,特别是对中、高程度情绪调节困难学生的改善更为显著;实验组语文学业成绩比控制组有所提高,但并未达到显著性水平。说明学科渗透可以作为学生心理素质教育实施的有效途径之一。

Using a pre-test and post-test experimental design,the purpose of this study was to explore the feasibility and validity of enhancing pupil＇s difficulties in emotional regulation through Chinese teaching,with a sample of 42 students at grade four in a primary school.The results had shown that the students＇difficulties in emotion regulation and their mental quality can be improved efficiently in a certain extent by using the mode of penetrating in Chinese teaching,especially for students with middle and high level of difficulty in emotion regulation.For the experimental group,the students＇score on Chinese had improved,but not to a significant extent.The experimental research had shown that the mode of penetrating in Chinese teaching was effective in cultivating pupils＇mental quality.