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根据在我校的一份调查显示,聋生中男生容易产生烦躁、愤怒、偏激、敌对、逆反的不良情绪,女生容易产生烦躁、嫉妒、抑郁的不良情绪。他们做事被动,有一定的惰性,对任何事都很悲观。学习的自觉性,生活的自理能力和自律、自控能力都相对较差。针对聋生的在校表现,我校积极构建“自主管理、自主发展”管理模式,规范聋生的行为,培养聋生从小养成良好的行为习惯,使学校对聋生的管理和要求形成制度化、规范化、经常化和交流化。
According to a survey in our school, boys tend to have irritable, anger, extreme, hostile, and rebellious bad feelings among deaf students. Girls are prone to irritability, envy and depression. They are passive, inert and pessimistic about anything. Learning self-awareness, self-care ability and self-discipline, self-control ability is relatively poor. For the school performance of deaf students, our school actively builds the management model of “self-management, self-development”, regulates the behavior of deaf students, cultivates the deaf students to form good behavior habits from an early age, and makes the school’s management and requirements for deaf students Formation of institutionalization, standardization, regularization and exchange.