扶贫顶岗实习支教对高师生心理资本影响的调查研究  

Research on the Influence of Poverty-Alleviation Post Practice Teaching on Psychological Capital of Normal-College Students

作　　者：王静[1] 徐晓飞 WANG Jing;XU Xiao-fei(Education Department of Xinzhou Normal College;Basic Ministry of Yuncheng Normal College)

机构地区：[1]忻州师范学院教育系,山西忻州034000 [2]运城师范高等专科学校基础部,山西运城044000

出　　处：《教育理论与实践》2018年第18期38-40,共3页Theory and Practice of Education

基　　金：全国教育科学规划单位资助教育部规划课题"山西省中小学教师心理资本的影响因素研究"(课题编号:FBB150501)的研究成果

摘　　要：扶贫顶岗实习支教作为一种实践教学活动,对高师生德育的养成,心理素质、文化素质、职业素质的提高起着积极作用。通过运用《教师心理资本问卷》对忻州师范学院第38批扶贫顶岗实习支教的部分学生进行调查,结果表明:与参加扶贫顶岗实习支教之前相比,扶贫顶岗实习支教后高师生的心理资本有了明显提高,在沟通合作、坚韧性、乐观和责任感四因子上表现得尤为明显。未担任过干部、所教学科与所学专业不一致以及支教学段在高中的高师生实习支教前后的心理资本差异显著。扶贫顶岗实习支教对促进高师生的自我成长、提升心理资本有积极作用。The poverty-alleviation post practice teaching as a practical teaching activity plays an active role in the cultivation of normal-college students＇ moral education and the improvement of their psychological, cultural and professional qualities. By using The Questionnaire of Teachers＇ Psychological Capital to investigate the 38th batch of the Students for the poverty-alleviation post practice teaching, the results showed that compared with that before the poverty-alleviation post practice teaching, the psychological capital of the normal-college students was obviously increased after the practice, particularly evident in such four factors as communicative cooperation, toughness, optimism and sense of responsibility. There is the obvious difference between before and after the poverty-alleviation post prac- tice teaching in psychological capital for the normal-college students who didn＇t hold a student leader, whose majors were inconsistent with what they taught and who were in high school during the post practice teaching. The poverty-alleviation post practice teaching plays a positive role in promoting the self growth and psychological capital of nor-mal-college students.

关 键 词：扶贫顶岗实习支教 心理资本 高师生 

分 类 号：G655[文化科学—教育学]