社會支持網絡視角下初中生厭學問題研究—以M中學為例(附調查問卷)

社會支持網絡視角下初中生厭學問題研究—以M中學為例(附調查問卷)(論文14000字)
摘要
本研究基于 M 中學初中生厭學情況調查結果，將初中生厭學表現歸納為學習行為有逃避傾向、學習心理消極被動與學習認知有偏差等三大類型。運用社會支持網絡視角，從同輩互動、師生互動、親子互動與社會互動等多層面進行探究，發現厭學學生社會支持網絡中各主體間互動的不平衡與不充分是厭學問題的首要誘發原因。對此，本文從增加厭學學生個人應對能力與增加其社會支持網絡應對能力兩大維度出發，提出為厭學學生增權賦能和鞏固與拓寬厭學學生的社會支持網絡兩大解決策略。
關鍵詞：社會支持網絡；初中生；厭學問題

Based on the survey results of junior high school students' weariness in M middle school, this study summarized the performance of junior high school students into three types: passive learning psychology, deviations in learning cognition, and tendency to avoid learning behaviors. Using the perspective of the social support network, we explored from multiple levels of peer interaction, teacher-student interaction, parent-child interaction, and social interaction, and found that the imbalance and insufficiency of the interaction between the subjects in the social support network of school-weary students is the primary cause of the problem of school-weariness the reason. In this regard, this article starts from the two dimensions of increasing the individual coping ability of school-weary students and increasing their social support network coping capabilities, and proposes two major solutions for empowering school-weary students and consolidating and broadening the social support network of school-weary students.
Keyword: social support network；study weariness；junior high school students
 
目 錄
摘要..................................................................................................................................................... 2
一、導言............................................................................................................................................. 4
（一）選題背景與意義.............................................................................................................4
（二）文獻述評.........................................................................................................................4
（三）研究目的與方法.............................................................................................................4
（四）概念界定.........................................................................................................................5
1.社會支持網絡視角.........................................................................................................5
2.厭學問題.........................................................................................................................5
二、M 中學初中生厭學情況分析......................................................................................................5
（一）M 中學基本情況概述......................................................................................................5
（二）M 中學初中生厭學表現分析..........................................................................................6
1.學習行為方面：逃避傾向.............................................................................................6
2.學習心理方面：消極被動.............................................................................................6
3.學習認知方面：認知偏差.............................................................................................6
三、M 中學初中生厭學原因分析......................................................................................................7
（一）同輩間互動：標簽理論效應.........................................................................................7
（二）師生間互動：互動不平衡.............................................................................................8
（三）親子間互動：互動不充分.............................................................................................9
（四）與社會間的互動：缺乏正向支持.............................................................................. 10
四、社會支持網絡視角下應對初中生厭學問題的路徑探討...................................................... 10
（一）為厭學學生增能賦權...................................................................................................11
（二）鞏固與拓寬厭學學生的社會支持網絡...................................................................... 12
五、總結與討論...............................................................................................................................14
參考文獻........................................................................................................................................... 15
致謝................................................................................................................................................... 16
附錄...................................................................................................................................................