| An increasing number of scholars now hold that group guidance can help to explore a class'potential and enhance its cohesive force, hence improving the whole class environment. However, most studies on group guidance are confined to theoretical considerations with few on the basis of empirical research. At a critical developmental stage, second year junior middle school students are apt to experience such psychological puzzlement or problems as counteractive spirits, sense of inferiority or depressive mentality and develop misbehaviors as lying and destruction, which was termed by education experts as Second Grade Junior Middle School Phenomenon. To effectively solve this problem, this study, therefore, makes an attempt to explore a mental guidance pattern in building up favorable class atmosphere by virtue of experimental research.Class 4 Grade 2 from Nantong Experimental Middle School was chosen as the experimental class to accept group psychological intervention, while Class 6 from the same grade and the same school as the control class. Jiang Guangrong's"My Class Questionnaire"was employed to measure the results. The following conclusions are made through the data analyzed by spss 13.0 and compared by T and Wilcoxon test in line with the reflections gained in the course of guidance:1.Group guidance plays a positive role in improving class environment.2.Group guidance notably improves teacher-student relation(p<0.01).3.Group guidance fails to refine student-student relation.4.Group guidance obviously abirritate the sense of burden on learning for the students (p<0.05).5.The influence of group guidance on girl students and boy students do not involve significant differences. For students of either sex, it plays equally positive role in improving teacher-student relation and strengthening discipline and order. 6.Group guidance has more influence on average students than on excellent students.On the whole, group guidance can play a positive role in improving class environment. |
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