An experimental study on reducing the level of loneliness of middle school students by perceptive game teaching
感悟式游戏教学降低中学生孤独感水平的实验研究

摘要

孤独感是青少年情绪适应乃至社会适应的一个重要指标，许多研究发现，青少年期是孤独感发生、发展的高危期，青少年的孤独感体验要比其他任何年龄阶段更为流行和常见。已有很多研究者对其进行了积极的探索，但以理论研究与现状研究居多，干预研究较少，尤其是以游戏教学干预方式的研究较少。本研究旨在采用感悟式游戏教学对中学生孤独感水平进行实验干预，探索其有效性，以丰富孤独感的理论研究与干预模式，为中小学心理健康教育提供参考。本研究在重庆市巴南中学初一年级中随机选取被试64人，采用“单因素实验组控制组前测后测设计”对其进行为期近4个月的传统教学和感悟式游戏教学。通过SPSS.16.0进行数据分析，得出如下结果：（1）相比传统教学，感悟式游戏教学更能有效降低中学生孤独感整体水平；（2）相比传统教学，感悟式游戏教学更能降低孤独感水平比较强的初一学生孤独感；（3）我们不管采用何种方式去关注并干预学生的孤独感，他们都能受益。

Abstract

Loneliness is an important indicator of emotional adaptation and social adaptation of adolescents. Many studies have found that adolescents are the high-risk period for the occurrence and development of loneliness. The loneliness experience of adolescents is more popular and common than any other age stage. Many researchers have actively explored it, but mostly theoretical research and current situation research, and few intervention studies, especially in the way of game teaching intervention. The purpose of this study is to use perceptive game teaching to conduct experimental intervention on the level of middle school students' loneliness and explore its effectiveness, so as to enrich the theoretical research and intervention mode of loneliness and provide reference for the mental health education of primary and secondary schools. In this study, 64 subjects were randomly selected from the first grade students of Banan Middle School in Chongqing, and were given traditional teaching and perceptual game teaching for nearly 4 months by using the "single-factor experimental group control group pre-test and post-test design". Through SPSS.16.0 data analysis, the following results are obtained: (1) Compared with traditional teaching, perception-style game teaching can effectively reduce the overall level of loneliness of middle school students; (2) Compared with traditional teaching, perceptive game teaching can better reduce the loneliness of grade one students in junior high school with strong level of loneliness; (3) They can benefit no matter how we focus and intervene on students’ loneliness.