论文部分内容阅读
目的:前馈面谈是通过引导受访者回忆以往的成功经历,诱发其积极体验,并分析成功的原因,将成功的经验延伸至个体未来工作的深度面谈技术。本研究首次尝试将前馈面谈应用于中学生群体,引导受访谈中学生进行积极的自我探索。方法:选取兰州市某中学45名学生,除去无效数据后,访谈组21人,对照组22人,对访谈组进行前馈面谈干预。结果:前测成绩作为协变量对学生的学习动机产生了影响(F=63.438,P<0.05),对正性情绪和自我效能感的影响均未见显著差异;对照组与访谈组的后测在正性情绪、自我效能感和学习动机3个方面均出现显著差异(F=6.008,4.748,7.484;P<0.05);在正性情绪、学习动机方面,后测3次成绩之间两两对比差异未见显著。自我效能感方面,后测与3个月后测之间差异显著,3个月后学生的自我效能感成绩高于后测成绩。结论:前馈面谈促进了初中学生自我意识的发展,并且该促进作用具有持久性。说明前馈面谈可以应用于中小学教育教学及其管理。
OBJECTIVE: Feed-forward interviews are designed to guide respondents to recall past successes, induce their positive experience, and analyze the reasons for their success, extending the successful experience to the depth interviewing skills of individual future work. For the first time, this study attempts to apply feedforward interviews to secondary school students and guide the interviewed middle school students to actively explore themselves. Methods: 45 students from a middle school in Lanzhou were selected. After removing invalid data, 21 interviewers and 22 control subjects were interviewed by feed interview. Results: There was no significant difference in positive emotion and self-efficacy between pre-test scores as covariates (F = 63.438, P <0.05) There were significant differences in positive emotion, self-efficacy and learning motivation (F = 6.008, 4.748, 7.484; P <0.05); in positive emotion and motivation, The difference was not significant. In terms of self-efficacy, there was significant difference between post-test and post-test for 3 months. After 3 months, students’ self-efficacy score was higher than post-test score. CONCLUSION: Feedforward interview promotes the development of self-awareness of junior high school students, and the promotion effect has persistence. Explain that feedforward interviews can be applied to the teaching of primary and secondary education and its management.