本文選題：素質(zhì)教育　切入點：中學心理健康教育　出處：《蘇州大學》2008年碩士論文

【摘要】： 進入21世紀,隨著終身學習、創(chuàng)新思維、素質(zhì)教育等等新理念在教育界的不斷推廣,關(guān)注學生的全面發(fā)展正日益突顯為教育的主導觀念。越來越多的教育工作者認識到,學生的發(fā)展不僅包括身體的健康成長、智力水平的不斷進步,還應(yīng)當包含心靈的健康發(fā)展。由此而得到重視的學校心理健康教育正在成為促進學生全面健康發(fā)展的重要途徑。但是在具體實施中,由于管理者和施行者本身的認識上的偏差,我國中學心理健康教育的發(fā)展情況并不如人意,出現(xiàn)了課程學科化、臨床醫(yī)學化、內(nèi)容片面化、對象孤立化、成果形式化等諸多發(fā)展偏差,這都阻礙著心理健康教育工作實效的發(fā)揮。 本文針對我國中學現(xiàn)有的科層組織結(jié)構(gòu),擬從以下幾個方面探討阻礙我國中學心理健康教育工作實效發(fā)揮的原因,以及為了提高工作實效可以借鑒的方法。 一、中學心理健康教育管理模式�？茖咏M織結(jié)構(gòu)下,各個部門是割裂的封閉的,但是心理健康教育需要從整體的觀念上去把握,不應(yīng)當僅僅放在單獨的學科體系下,或者是部門管理模式下。所以在組織模式上建議建立獨立于學校之外的單獨機構(gòu),能夠整合學校、社會各種力量,并且不受學校行政管理的制約,充分滿足心理健康教育在學術(shù)上的要求。 二、中學心理健康教育內(nèi)容的選擇。科層組織有非個人取向,組織內(nèi)部各種行為都按統(tǒng)一的規(guī)定辦理,不因人而異。但是學生心理健康教育的需求卻是因人而異因時而異的,所以在實施中應(yīng)當注意避免學科化、內(nèi)容片面化和孤立化,應(yīng)當兼顧學生、家長、教師,兼顧治療、預防和發(fā)展,更加側(cè)重于發(fā)展,以達到促進學生全面發(fā)展的目的。 三、中學心理健康教育方法�？茖咏M織存在著權(quán)威的層級節(jié)制,強調(diào)上級對下級的命令,強調(diào)下對上或者對共同規(guī)范的服從,這些方法與心理健康教育的需要不符,應(yīng)當重視調(diào)動學生的主體積極性,采用多樣化的教育方法,增強心理體驗,在體驗中內(nèi)化心理健康教育的成果。 四、中學心理健康教育的評價。在科層組織中,職業(yè)評級與升遷按員工能力、資歷確定,也依據(jù)此標準確定人員的雇用、獎懲。但是在現(xiàn)實工作中,學校心理健康教育的成果很難用量化的方法進行評價,僅使用終結(jié)性評價進行考慮既不科學、也很難操作,所以建議建立發(fā)展性的評價體系,重形成性評價,重評價結(jié)果的反饋。
[Abstract]:In the 21st century, with the continuous promotion of lifelong learning, innovative thinking, quality education and other new ideas in the field of education, paying attention to the all-round development of students is becoming increasingly prominent as the leading concept of education.More and more educators realize that the development of students includes not only the healthy growth of the body and intelligence, but also the healthy development of the mind.Therefore, school mental health education is becoming an important way to promote the overall healthy development of students.However, in the concrete implementation, due to the deviation in the understanding of managers and practitioners themselves, the development of mental health education in middle schools in our country is not satisfactory, and the curriculum subject, clinical medicine, one-sided content and isolated objects appear.Many development deviations, such as formalization of achievements, hinder the effectiveness of mental health education.In view of the existing organizational structure of middle schools in our country, this paper discusses the reasons that hinder the effectiveness of mental health education in middle schools in the following aspects, and the methods that can be used for reference in order to improve the effectiveness of the work.First, the management mode of mental health education in middle school.Under the structure of branch level, every department is closed, but the mental health education needs to be grasped from the whole idea, and should not only be placed under the separate discipline system, or under the department management mode.Therefore, in the organizational model, it is suggested to establish a separate organization independent of the school, which can integrate all kinds of forces of the school and society, and not be restricted by the school administration, and fully meet the academic requirements of the mental health education.Second, the choice of the content of mental health education in middle school.The organization has non-individual orientation, and all kinds of behavior within the organization are handled according to the unified regulations, which are not different from one person to another.However, the needs of students' mental health education vary from person to person. Therefore, attention should be paid to avoiding subjectivization, one-sided content and isolationism, and should take into account students, parents and teachers as well as treatment, prevention and development.More emphasis on development in order to achieve the goal of promoting the overall development of students.Third, the method of mental health education in middle school.There is an authoritative hierarchical control in branch organizations, emphasizing the orders of superiors to subordinates and the conformity of upper or lower levels to common norms. These methods are inconsistent with the needs of mental health education, and we should attach importance to arousing the initiative of students.Adopting diversified educational methods to enhance psychological experience and internalize the results of mental health education in the experience.Fourth, the evaluation of mental health education in middle school.In branch organizations, career ratings and promotions are determined by employee competence, seniority, hiring, rewards and penalties.However, in the practical work, it is difficult to evaluate the achievement of school mental health education by quantitative method, and it is neither scientific nor practical to use only summative evaluation, so it is suggested to establish a developmental evaluation system.Re-formative evaluation, re-evaluation of feedback results.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G441

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