An experimental study on improving Middle School students' self-concept through Perceptive game teaching
感悟式游戏教学提升中学生自我概念的实验研究

摘要

自我概念是人格的核心，对自我具有调节作用。初中阶段是青少年心理发展的一个重要转折时期，是个体身心发展的加速期和过渡期，自我概念发展对其社会化发展有着重要的影响。本研究旨在探索一种有效、实用的新方式来提升中学生自我概念。对两江中学初一年级学生进行《田纳西自我概念》问卷初测，随机筛选学生60名，采用“单因素等组前后测实验设计”方法，对照组进行正常班会教学，实验组进行12次的感悟式游戏教学，采用SPSS19.0分析处理实验组和对照组前后测结果，结论如下：（1）相对于传统教学，感悟式游戏教学能够有效改善初中生的自我概念水平；（2）相对而言，感悟式游戏教学对于自我概念中等水平的学生改善效果最佳。

Abstract

Self-concept is the core of personality and has a regulating effect on self. Junior middle school is an important turning point in the psychological development of adolescents, is the acceleration of individual physical and mental development and transition period, self-concept development has an important impact on their socialization development. The purpose of this study is to explore an effective and practical way to improve the self-concept of middle school students. Of liangjiang grade junior high school students at the beginning of the Tennessee self-concept questionnaire survey, random selection of 60 students, adopt single factor design of experiment group before and after the test, such as "method, the control group with normal class teaching, experimental group for 12 times the perception of the game teaching, adopting SPSS19.0 analysis test results before and after the treatment group and control group, the conclusion is as follows: (1) Compared with traditional teaching, perceptive game teaching can effectively improve the self-concept level of junior middle school students; (2) Comparatively speaking, perceptive game teaching has the best improvement effect on students with medium level of self-concept.