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对南京市中学生的235份有效调查问卷表明,目前中学生对自尊状况的体验多数趋于“一般化”,但都较普遍地存在对自尊的焦虑感、敏感性、渴求性、盲目性、积极性并存的特点也很明显。中学生自尊与自尊心理的发生机制源自于教师与伙伴的外部评价,又源自于自身生理状况、能力。气质与童年经历的影响,中学生自尊与自卑心理的平衡机制存在于对理想自我标准的坚持、修正或放弃选择。学校教育培养中学生自尊心的有效切入点是:提高知识水平、培养羞耻感、锻炼意志力、培养尊重他人的品质。
A total of 235 valid questionnaires for middle school students in Nanjing show that the majority of secondary school students experience “self-esteem” tends to be “generalized”. However, there are more common anxiety, sensitivity, craving, blindness and enthusiasm for self-esteem The characteristics are also obvious. Secondary school students self-esteem and self-esteem psychological mechanism originated from the external evaluation of teachers and partners, but also from their own physical condition, ability. Temperament and childhood experience, middle school students self-esteem and self-esteem balance mechanism exists in the self-determination of the ideal self, to amend or give up the choice. School education and effective self-esteem of middle school students to start an entry point is to improve the level of knowledge, develop a sense of shame, exercise willpower and cultivate respect for the quality of others.