为探究团体沙盘游戏疗法是否能有效缓解特殊教育教师职业倦怠,选取自愿报名的18名存在职业倦怠的特教教师。采用“等组前后测”实验设计,采用纸条编码抓阄的方式随机分为实验组和对照组,每组各9人,考虑团体沙盘游戏设置,每组分为两个小...为探究团体沙盘游戏疗法是否能有效缓解特殊教育教师职业倦怠,选取自愿报名的18名存在职业倦怠的特教教师。采用“等组前后测”实验设计,采用纸条编码抓阄的方式随机分为实验组和对照组,每组各9人,考虑团体沙盘游戏设置,每组分为两个小组,分别为实验组一4人和实验组二5人,对照组一4人和对照组二5人,通过8次团体沙盘游戏干预,采用SPSS 26.0比较实验组和对照组前后测职业倦怠量表得分差异。结果显示实验组一的教师在去个性化维度存在显著性差异(p p In order to investigate whether group sandplay therapy can effectively alleviate burnout among special education teachers, 18 special education teachers with burnout were selected and enrolled voluntarily. The experimental design of “equal-group pre and post-test” was adopted, and the experimental and control groups were randomly divided into 9 teachers each by drawing lots with paper strips coding. Considering the setup of group sandplay, each group was divided into two groups, 4 teachers in the experimental group 1 and 5 teachers in the experimental group 2, and 4 teachers in the control group 1 and 5 teachers in the control group 2, and the burnout was alleviated through the intervention of group sandplay for 8 times. SPSS 26.0 was used to compare the differences in burnout scale scores between the experimental and control groups before and after the intervention. The results showed that there was a significant difference in the depersonalization dimension of teachers in experimental group 1 (p p < 0.05). Therefore, the group sandplay is effective enough to alleviate the burnout of special education teachers;especially in the emotional exhaustion and depersonalization dimensions, the effect is more significant.展开更多
全人教育强调人的全面发展,旨在培养具有健全人格、丰富知识、创新思维和良好社会适应能力的个体。当前,乡村基础教育存在教学资源匮乏与城乡配置失衡;课程结构单一与师资力量局限;教育观念保守与评价体系片面等困境,亟需系统性优化。...全人教育强调人的全面发展,旨在培养具有健全人格、丰富知识、创新思维和良好社会适应能力的个体。当前,乡村基础教育存在教学资源匮乏与城乡配置失衡;课程结构单一与师资力量局限;教育观念保守与评价体系片面等困境,亟需系统性优化。针对上述困境,本研究基于全人教育视域,提出加大教育投入,均衡资源配置;强化师资建设,丰富课程体系;转变教育观念,推动综合评价等优化策略,以期为乡村教育质量的提升提供参考。Holistic education emphasizes the comprehensive development of individuals, aiming to cultivate those with sound personalities, rich knowledge, innovative thinking, and strong social adaptability. Currently, the curriculum design in rural basic education faces profound challenges and necessitates systematic optimization. Rural basic education is currently unable to fully meet the diverse developmental needs of students, confronted with dilemmas such as scarce teaching resources and imbalanced allocation between urban and rural areas;a monolithic curriculum structure and limited teacher resources;conservative educational concepts and one-sided evaluation systems. In response to these dilemmas, this study, grounded in the holistic education perspective, analyzes the predicaments of curriculum design in rural basic education and proposes optimization strategies including increasing educational investment to balance resource allocation, strengthening teacher development to enrich the curriculum system, and transforming educational concepts to promote comprehensive evaluation. These strategies are intended to provide a reference for enhancing the quality of rural education.展开更多
文摘为探究团体沙盘游戏疗法是否能有效缓解特殊教育教师职业倦怠,选取自愿报名的18名存在职业倦怠的特教教师。采用“等组前后测”实验设计,采用纸条编码抓阄的方式随机分为实验组和对照组,每组各9人,考虑团体沙盘游戏设置,每组分为两个小组,分别为实验组一4人和实验组二5人,对照组一4人和对照组二5人,通过8次团体沙盘游戏干预,采用SPSS 26.0比较实验组和对照组前后测职业倦怠量表得分差异。结果显示实验组一的教师在去个性化维度存在显著性差异(p p In order to investigate whether group sandplay therapy can effectively alleviate burnout among special education teachers, 18 special education teachers with burnout were selected and enrolled voluntarily. The experimental design of “equal-group pre and post-test” was adopted, and the experimental and control groups were randomly divided into 9 teachers each by drawing lots with paper strips coding. Considering the setup of group sandplay, each group was divided into two groups, 4 teachers in the experimental group 1 and 5 teachers in the experimental group 2, and 4 teachers in the control group 1 and 5 teachers in the control group 2, and the burnout was alleviated through the intervention of group sandplay for 8 times. SPSS 26.0 was used to compare the differences in burnout scale scores between the experimental and control groups before and after the intervention. The results showed that there was a significant difference in the depersonalization dimension of teachers in experimental group 1 (p p < 0.05). Therefore, the group sandplay is effective enough to alleviate the burnout of special education teachers;especially in the emotional exhaustion and depersonalization dimensions, the effect is more significant.
文摘全人教育强调人的全面发展,旨在培养具有健全人格、丰富知识、创新思维和良好社会适应能力的个体。当前,乡村基础教育存在教学资源匮乏与城乡配置失衡;课程结构单一与师资力量局限;教育观念保守与评价体系片面等困境,亟需系统性优化。针对上述困境,本研究基于全人教育视域,提出加大教育投入,均衡资源配置;强化师资建设,丰富课程体系;转变教育观念,推动综合评价等优化策略,以期为乡村教育质量的提升提供参考。Holistic education emphasizes the comprehensive development of individuals, aiming to cultivate those with sound personalities, rich knowledge, innovative thinking, and strong social adaptability. Currently, the curriculum design in rural basic education faces profound challenges and necessitates systematic optimization. Rural basic education is currently unable to fully meet the diverse developmental needs of students, confronted with dilemmas such as scarce teaching resources and imbalanced allocation between urban and rural areas;a monolithic curriculum structure and limited teacher resources;conservative educational concepts and one-sided evaluation systems. In response to these dilemmas, this study, grounded in the holistic education perspective, analyzes the predicaments of curriculum design in rural basic education and proposes optimization strategies including increasing educational investment to balance resource allocation, strengthening teacher development to enrich the curriculum system, and transforming educational concepts to promote comprehensive evaluation. These strategies are intended to provide a reference for enhancing the quality of rural education.
