CAJ | 학술논문

采用实验组、控制组前后测实验设计,选取42名小学四年级学生,以语文学科教学为依托,运用教学实验方法探索语文教学中改善学生情绪调节困难状况之渗透方式的有效性。结果表明：学科渗透可以在一定程度上改善学生情绪调节困难状况、促进心理素质发展,特别是对中、高程度情绪调节困难学生的改善更为显著;实验组语文学业成绩比控制组有所提高,但并未达到显著性水平。说明学科渗透可以作为学生心理素质教育实施的有效途径之一。
채용실험조、공제조전후측실험설계,선취42명소학사년급학생,이어문학과교학위의탁,운용교학실험방법탐색어문교학중개선학생정서조절곤난상황지삼투방식적유효성。결과표명：학과삼투가이재일정정도상개선학생정서조절곤난상황、촉진심리소질발전,특별시대중、고정도정서조절곤난학생적개선경위현저;실험조어문학업성적비공제조유소제고,단병미체도현저성수평。설명학과삼투가이작위학생심리소질교육실시적유효도경지일。
Using a pre-test and post-test experimental design,the purpose of this study was to explore the feasibility and validity of enhancing pupil＇s difficulties in emotional regulation through Chinese teaching,with a sample of 42 students at grade four in a primary school.The results had shown that the students＇difficulties in emotion regulation and their mental quality can be improved efficiently in a certain extent by using the mode of penetrating in Chinese teaching,especially for students with middle and high level of difficulty in emotion regulation.For the experimental group,the students＇score on Chinese had improved,but not to a significant extent.The experimental research had shown that the mode of penetrating in Chinese teaching was effective in cultivating pupils＇mental quality.