| Model motivation is a common means of education. Bandura’s social learning theory shows that human beings can learn a lot to adapt to the social behavior by observing and imitating the role model. Motivating example is the Chinese nation’s fine tradition. China since ancient times, attaches great importance to the example to educate and inspire people strive upward self-reliance.For a long time, even though China has some incentive for example to study, but the research is primarily aimed at the general population. A number of empirical studies and stay in the descriptive analysis of the level of lack of empirical research as a support.In China, the hearing-impaired high school students is a large group, because the hearing-impaired high school students physical defects, and physical and mental development is not mature, leading them to look at the issue tend to be one-sided, once the setbacks and difficulties, prone to complain, discouraged, low self-esteem and other psychological problems. Hearing impaired students especially need teachers’ example inspiration. In order to have a healthy psychological, unremitting self-improvement.Therefore. we are necessary to study the special education teacher’s example education inspired effect on hearing impaired students’ self-reliance. This study makes up the domestic deficiencies and is conducive to the further improvement of special education teachers’ moral example education. For hearing impaired students to improve the ability of independence, provide empirical basis to strengthen the relevance of education countermeasures.The research of this study found:(1) Self-made "special education teachers’ role models inspiration of thehearing-impaired high school students Questionnaire" and the adaptation of "self-reliance of Hearing Impaired Students Questionnaire" has good reliability and validity, and strictly comply with the requirements of measurement, it is possible as this research measurement tools.(2) A special education teacher’ example education for hearing-impaired high school students is divided into three dimensions, each of the scores in descending order are: peer model incentive> the teacher’s own model incentive> mass media model incentive.(3) In the example motivation total score, total deafness hearing impaired students score was significantly higher than that of residual hearing impaired students; rural areas of middle school students with hearing impairment score was significantly higher than that of the hearing-impaired middle school students in urban areas; academic excellence and have a good relationship between teachers and students score significantly higher of poor academic and poor relationship.(4) In the teacher’s own model incentive dimension, academic excellence and have a good teacher-student relationship of hearing impaired high school students scored significantly higher than that of poor academic performance and poor teacher-student relationship.(5) In the peer model incentive dimension, rural middle school students with hearing impairment score was significantly higher than that of urban middle school students; learning result is outstanding and have a good relationship between teachers and students of middle school students with hearing impairment score was significantly higher than that of poor academic performance and poor relationship between teachers and students.(6) In the mass media model incentive dimension, the deaf hearing impaired high school students scored significantly higher than residual hearing impaired;hearing-impaired middle school students in rural areas scored significantly higher than that in urban areas of the hearing-impaired high school students; a good relationship with teachers and students of the hearing-impaired middle school students scored significantly higher than with the poor teacher-student relationship.(7) Hearing Impaired Students’ self-reliance has four dimensions, each dimension scores in descending order are: Living independence>Social independence> Learning independence> Psychological independence.(8) The total self-reliance in the questionnaire, hearing impaired middle school students in rural areas scored significantly higher than in urban areas of hearing impaired high school students; academic excellence and have a good teacher-student relationship of hearing impaired high school students scored significantly higher than that of poor academic performance and poor teacher-student relationship.(9) In the Social independence dimension, academic excellence and have a good teacher-student relationship of hearing impaired high school students scored significantly higher than that of poor academic performance and poor teacher-student relationship.(10) In the Learning independence dimension, hearing impaired middle school students in rural areas scored significantly higher than of hearing impaired high school students in urban areas; academic excellence and have a good teacher-student relationship of hearing impaired high school students scored significantly higher than that of poor academic performance and poor teacher-student relationship.(11) In the Living independence dimensions, rural middle school students with hearing impairment score was significantly higher than that of urban middle school students with hearing impairment; learning result is outstanding and have a good relationship between teachers and students of middle school students with hearing impairment score was significantly higher than that of poor academic performance and poor relationship between teachers and students.(12) In the Psychological independence dimension, Grade Two of hearing-impaired high school students scored significantly higher than other grades;with good teacher-student relationship of hearing impaired high school students scored significantly higher than with poor teacher-student relationship.(13) The mass media role inspiration, motivation of peer, teachers’ motivation and example motivation total score and the hearing impaired students’ independent living,learning self, social self and mental self-supporting and independent ability of total showed a significant positive correlation.(14) According to the results of this study, we propose special education teachers to teach students in accordance with their aptitude, carry out various forms of example inspired educational activities; special education teachers to pay attention to words and deeds, in knowledge, moral character and set a good example to the hearing-impaired middle school students; pay attention to the hearing impaired students’ psychologicalindependence and give related support of educational strategies. |
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