感悟式游戏教学提升中职生心理弹性

Perceptive Game Teaching to Improve the Psychological Resilience of Secondary Vocational Students

摘要: 目的：本研究旨在探索感悟式游戏教学与传统教学对中职生心理弹性水平提升效果的差异。方法：采取方便取样法，选取重庆市某职业教育中心两个自然班59名学生，以教学班为单位分为实验组和对照组，采用“实验组对照组前测后测设计”，实验组、对照组分别采用感悟式游戏教学和传统教学。在实验前后用青少年心理韧性量表进行心理弹性水平的前后测试，通过t检验对比实验组对照组在采用不同教学方法前后的心理弹性水平提升情况。结果：通过不同教学实验组对照组的心理弹性存在显著差异(t = −3.039, P = 0.004)。结论：相比传统教学，感悟式游戏教学更能提升中职生心理弹性水平，只是在个别维度效果还有待提升。

Abstract: Objectives: This study aims to explore the differences in the effects of perception-based game teaching and traditional teaching on improving the psychological resilience levels of secondary vocational school students. Methods: A convenient sampling method was adopted. Fifty-nine students from two natural classes in a vocational education center in Chongqing were selected and divided into an experimental group and a control group by class. The “pre-test and post-test design of the experimental group and the control group” was used. The experimental group received perception-based game teaching, while the control group received traditional teaching. The psychological resilience levels of the students were measured before and after the experiment using the Adolescent Psychological Resilience Scale. A t-test was conducted to compare the improvement of psychological resilience levels between the experimental group and the control group before and after the application of different teaching methods. Results: There were significant differences in psychological resilience between the experimental group and the control group after different teaching methods (t = −3.039, P = 0.004). Conclusion: Compared with traditional teaching, perception-based game teaching is more effective in improving the psychological resilience levels of secondary vocational school students, although the effects in some individual dimensions still need to be enhanced.