Relationship Research On Percepted Teacher Life Education And Mental Health,Learning Responsibility Among Hearing-impaired Middle School Students

Life education is an important part of modern education.Because of the physical defects exist,there are many problems for hearing impaired middle school students.Such as how to treat their own unusual life,and value and significance of the life.For a long time,researchs on life education are descriptive and explanatory,that are almost focus on ordinary students.These lack of empirical research on hearing-impaired middle school student,who percepted teacher life education.We believe that teacher life education for hearing-impaired middle school student can make them understand their life correctly,cherish life,find the meaning and value of life to form a positive psychological quality;if they understand and respect life,it can be a positive impact on their mental health and make them aware the learning responsibility,initiative learning is responsible for themself.So,we have a necessity to study the relationship among hearing-impaired middle school students’ teacher life education,mental health,and learning responsibility.This study used survey method to find the present situation and relationship on percepted teacher life education,mental health and learning responsibility among hearing-impaired middle school student.Studying the present situation of teachers life education can enrich the life education study of specialstudents,and to provide evidence for the life education of hearing-impaired students;this study can enrich the study on mental health of hearing-impaired students,analysis the effects of life education of learning responsibility can improve the hearing-impaired students’ learning and help them improve the learning responsibility.The result of this study:(1)The self-made questionnaire of "hearing-impaired middle school students percept teachers’ life education" has good validity and reliability,meet the requirements of educational surveying,and can be used as a measuring tool in this research.There are six dimensions with teacher life education,the score from high to low is love life education,explore potential of life education,realize life education,experience life education,respect life education and death education.(2)Teacher life education of hearing-impaired middle school students percepted exist significant differences in gender,grade,disorder degree,area,and teachers’ different relationship.Hearing-impaired middle school girls’ life education score and each dimension score significantly higher than boys;hearing-impaired senior high school students’ life education and death education scores were significantly higher than that of junior high school students;hearing-impaired students with slightly disorder is significantly higher than that of moderate disorders’ in life education and all dimensions;the score of hearing-impaired students in western regions was significantly higher than the central and Eastern students in the education of life and all its dimensions;hearing-impaired students have a good relationship with teacheres whose score are significantly higher than the poor relationship.(3)The mental health scale of hearing-impaired middle school students can be divided into two parts: normal mental function and sound personality.The normal mental function includes two dimensions: exam calmness and emotional stability,and the sound personality includes three dimensions: life well-being,learning satisfaction,interpersonal harmony.The score of five dimensions from high to low are: learning satisfaction,interpersonal harmony,life well-being,exam calmness,and emotional stability.(4)The mental health of hearing-impaired midlle school stedent have significant differences in gender,grade,degree of disorder,and different areas of academic achievement,and the relationship with teachers.The score of hearing-impaired girls’ sound personality and each dimension is significantly higher than boys;the score of high-grade students is significantly higher than that of junior and senior students in interpersonal harmony and personality;the score of moderate and slight impaired students is significantly higher than serious one in the life well-being,interpersonal harmony and mental health;the score of central and western regions students is significantly higher than the eastern in enjoy learning,interpersonal harmony and soundpersonality;the score of excellent academic student is significantly higher than the average and poor students in mental health,exam calmness,normal mental function,and willing to learn is significantly higher than the average,poor students and teachers;the score of students have a good relationship with teachers were is significantly higher than the general,poor students in personality and each dimension scores.(5)The learning responsibility of hearing-impaired middle school students has four dimensions,the score of four dimensions from high to low are: for learning initiative,learning plan,learning persistence and self learning control.(6)The learning responsibility of hearing-impaired midlle school stedent have significant differences in gender,severity of disability,regions,different grades,and different student-teacher relationships.The score of hearing-impaired middle school girlsis significantly higher than boys in learning responsibility score and learning persistence;the score of slightly disorder is significantly higher than that of moderate and serious students;the score of western regions students is significantly higher than that of the eastern in plan,initiative,and self-control;the score of excellent academic students is significantly higher than that of average and poor students in learning initiative,persistence,self-control and learning responsibility;the score of good student-teacher relationship students is higher than the poor in learning initiative,persistence,self-control.(7)There was a significant positive correlation between teacher life education perspected by hearing-impaired middle school students and learning responsibility.The total score of life education and its six dimensions are positively correlated with the learning responsibility and its four dimensions.There was a significant positive correlation between students’ mental health and learning responsibility.Among them,the total score of mental health,sound personality and three dimensions were positively correlated with the total score of learning responsibility and its four dimensions.(8)The teacher life education perspected by hearing-impaired students has a direct impact on the learning responsibility,and it through the normal mental function and sound personality as the intermediary effect for learning responsibility.Among them,the sound personality is a part of the mediating effect,and the narmal mentall function is the masking effect.(9)Based on the discussion and analysis,this study proposes some educational countermeasures.Firstly,the special education teachers can through the creation of the life education curriculum,permeated the contents of life education in the disciplines etc.to develope life education.Secondly,special education teachers should improve relations with students,good relationship can improve the quality of life education.Thirdly,the special education teachers can create the atmosphere of life education,carry out a variety of life education activities to cultivate the students on the life experience,improve their mental health level.Finally,special education teachers should deepen life education,stimulate the intrinsic learning motivation for students,so as to improve their learning responsibility.