36年級(jí)小學(xué)生社會(huì)排斥的訪談研究

1、編 號(hào)： 碩士學(xué)位論文 碩士學(xué)位論文 題 目：3-6 年級(jí)小學(xué)生社會(huì)排斥的訪談研究 培 養(yǎng) 單 位： 沈陽(yáng)師范大學(xué) 專(zhuān) 業(yè) 名 稱(chēng)： 應(yīng)用心理 指 導(dǎo) 教 師： 張野 研 究 生： 范哲 完 成 時(shí) 間： 沈陽(yáng)師范大學(xué)研究生處制 類(lèi) 別 全日制研究生 √ 教育碩士 同等學(xué)力 An Interview Study on Social Exclusion of Pupils in Grad

2、e 3-6 Abstract In grade 3-6 students of 3 primary school in liaoning province as the subjects, using qualitative research paradigm, primary grade 3-6 groups of social exclusion. Study according to the class student id in

3、terviews the 40 students were randomly selected as the object, under the permission of the consent of the respondents, using electronic recording and transcript as a basis for the coding, according to the major form of s

4、ocial exclusion presuppose, use Nvivo10.0 qualitative analysis software will interview data coding and analysis, raw material inspection and expert evaluation method is used to evaluate and classify the consistency index

5、 of reliability degree of equivalence test assessment is the text, interview result has high consistency, good reliability and validity of this study. The results show that social exclusion is prevalent in the grade 3-6

6、of the primary school. 40 respondents reported different experiences related to social exclusion, mainly for evading, rejecting, neglecting, verbal abuse and behavioral injury. Five forms of expression,, Which is the lar

7、gest proportion of social exclusion related to behavioral injury and behavioral injury, and then in order to avoid class, reject class, different treatment class and neglect class; through the interview to understand, lo

8、ve to play (curse) people of society The majority of the respondents' emotional reactions were mostly angry, and then were unhappy, mainly negative emotions; on the sufferings of the respondents, After the exclusion

9、of coping strategies, choose to go directly to the largest proportion, followed by the choice to explain with each other, looking for others to play, after the exclusion of each other, etc.; a considerable number of resp

10、ondents in the exclusion of no corresponding coping strategies.The cognition of social exclusion is specific to the cognition of each dimension, among which the proportion of cognitive treatment is the biggest proportion

11、, which is mainly unfair, the relationship between other students is better, and the other is Cognitive, including that people do not love to play with their own, do not like their own, too bad for themselves; secondly,