本文選題：心理健康教育 + 辯證法　； 參考：《武漢大學(xué)》2012年博士論文

【摘要】：心理健康教育是根據(jù)學(xué)習(xí)者生理、心理發(fā)展特點(diǎn),運(yùn)用有關(guān)心理教育方法和手段,維護(hù)他們心理健康,培養(yǎng)他們良好的心理素質(zhì),促進(jìn)心理健康發(fā)展和素質(zhì)全面提高的教育活動(dòng)。心理健康教育具有辯證屬性,研究和揭示心理健康教育的辯證屬性是把握其本質(zhì)和規(guī)律的重要途徑。 馬克思主義唯物辯證法是心理健康教育辯證法研究的根本指導(dǎo)思想。馬克思主義的辯證思想是心理健康教育辯證法研究的世界觀和方法論基礎(chǔ)；馬克思主義辯證思維思想是心理健康教育辯證法研究的認(rèn)識(shí)論基礎(chǔ)和基本方法；馬克思主義的教育辯證思想是心理健康教育辯證法研究的理論基礎(chǔ)和價(jià)值追求。 心理健康教育的辯證性主要表現(xiàn)在它的聯(lián)系性、矛盾性、變化性、發(fā)展性和教育“度”等方面；心理健康教育主體、客體、內(nèi)容、方法等教育要素也具有辯證性。 心理健康教育的聯(lián)系性是指心理健康教育內(nèi)部各要素之間以及心理健康教育和其它事物之間相互制約、相互影響的關(guān)系。心理健康教育的聯(lián)系性主要體現(xiàn)為心理健康教育內(nèi)部各要素之間,心理健康教育與其它教育之間,心理健康教育與社會(huì)發(fā)展之間的聯(lián)系。心理健康教育的規(guī)律是心理健康教育內(nèi)在的、本質(zhì)的聯(lián)系,心理健康教育具有適應(yīng)性規(guī)律、超越性規(guī)律、主體性規(guī)律和活動(dòng)體驗(yàn)性規(guī)律。 心理健康教育在我國(guó)走過(guò)了二十多年的發(fā)展之路,從要素、結(jié)構(gòu)到功能都發(fā)生了巨大的變化；經(jīng)歷了從探索、推廣到快速發(fā)展的過(guò)程；心理健康教育更新了教育理念、拓展了教育內(nèi)容、改進(jìn)了教育方法、完善了教育功能、豐富了研究成果；必將朝著大眾化與現(xiàn)代化、專(zhuān)業(yè)化與綜合化、國(guó)際化與本土化的方向發(fā)展。 心理健康教育的矛盾是指心理健康教育各要素之間、各要素與要求性要素之間或心理健康教育與其它事物之間的對(duì)立統(tǒng)一關(guān)系。心理健康教育矛盾的生成是由心理健康教育要素不合格、心理健康教育要素不到位、心理健康教育運(yùn)行不協(xié)調(diào)等原因造成的。心理健康教育有基本矛盾和具體矛盾,基本矛盾是社會(huì)心理健康要求與學(xué)習(xí)者現(xiàn)有心理健康水平之間的矛盾�；久茇灤┯谛睦斫】到逃冀K,在不同的階段,有不同的表現(xiàn)形式。具體矛盾主要有教育者與學(xué)習(xí)者之間的矛盾,教育者與心理健康教育的客觀要求之間的矛盾,學(xué)習(xí)者與心理健康教育客觀要求之間的矛盾,心理健康教育與社會(huì)客觀要求之間的矛盾等。解決心理健康教育的矛盾主要有三種方式,即并進(jìn)式、互促式和互適式。 教育者和學(xué)習(xí)者是心理健康教育的主體。他們各自具有其主體作用,同時(shí)他們又相互作用、相互影響。要充分發(fā)揮教育者和學(xué)習(xí)者的主體作用,他們必然要具備不同的基本素質(zhì)。 學(xué)習(xí)者的心理健康發(fā)展是心理健康教育的客體。心理健康的辯證性主要體現(xiàn)為過(guò)程與狀態(tài)的辯證統(tǒng)一；絕對(duì)性與相對(duì)性的辯證統(tǒng)一；穩(wěn)定性與變化性的辯證統(tǒng)一普遍性與文化差異性的辯證統(tǒng)一。心理發(fā)展的辯證性主要體現(xiàn)為連續(xù)性與階段性的辯證統(tǒng)一；多維度與順序性的辯證統(tǒng)一；平衡性與非平衡性的辯證統(tǒng)一；普遍性和差異性的辯證統(tǒng)一；主動(dòng)性與被動(dòng)性的辯證統(tǒng)一。心理健康教育主體和客體之間相互依存、相互影響、相互統(tǒng)一。 心理健康教育內(nèi)容的辯證性主要體現(xiàn)為確定性與變化性的辯證統(tǒng)一；客觀性與主觀性的辯證統(tǒng)一；豐富性與針對(duì)性的辯證統(tǒng)一；知識(shí)性與操作性的辯證統(tǒng)一；普及性與專(zhuān)業(yè)性的辯證統(tǒng)一。心理健康教育內(nèi)容與教育形式的辯證關(guān)系是內(nèi)容決定形式,形式體現(xiàn)內(nèi)容。 心理健康教育主要運(yùn)用講授法、心理咨詢法、討論法、活動(dòng)體驗(yàn)法、自我教育法等方法。辯證運(yùn)用心理健康教育方法,處理好主與次、虛與實(shí)、情與理、正與負(fù)、急與緩、團(tuán)體與個(gè)別、助人與自助的關(guān)系是實(shí)現(xiàn)教育目標(biāo)的關(guān)鍵。心理健康教育方法與教育目的相互依存,相互影響。目的決定方法,方法服務(wù)目的并制約目的的實(shí)現(xiàn)。 在心理健康教育實(shí)踐中要把握好心理健康教育的“度”。心理健康教育不足和過(guò)度教育都是沒(méi)有把握好心理健康教育“度”的表現(xiàn)。進(jìn)行適度心理健康教育應(yīng)該客觀地認(rèn)識(shí)心理健康教育的作用；準(zhǔn)確劃分心理健康教育的范疇；心理健康教育與學(xué)習(xí)者的心理發(fā)展水平相適應(yīng),與社會(huì)發(fā)展水平相協(xié)調(diào)。
[Abstract]:Mental health education is based on the characteristics of learners ' physiological and psychological development , uses the methods and means of psychological education , maintains their mental health , develops their good psychological quality , and promotes the development of mental health and the comprehensive improvement of quality . The psychological health education has the dialectical nature , the research and revealing the dialectical nature of mental health education is an important way to grasp its essence and law .

The dialectical thought of Marxism is the basic guiding ideology of the research of the dialectical law of mental health education . The dialectical thought of Marxism is the world view and methodology foundation of the research of the dialectical law of mental health education ;
The thought of dialectical thinking of Marxism is the basic and basic method for the study of the dialectical law of mental health education ;
The dialectical thought of education of Marxism is the theoretical basis and value pursuit of the research on the dialectical law of mental health education .

The dialectical nature of mental health education is mainly manifested in its contact , contradiction , change , development and education .
The main subject , object , content and method of mental health education are also dialectical .

The contact of mental health education refers to the relationship between the internal factors of mental health education and between mental health education and other things . The contact of mental health education is mainly embodied in the relation between the internal factors of mental health education , between mental health education and other education , mental health education and social development .

Mental health education has passed the development of more than twenty years in our country , from factor , structure to function have changed greatly ;
It goes through the process of exploring and promoting to the rapid development ;
Mental health education has updated the educational idea , expanded the educational content , improved the education method , perfected the education function and enriched the research results ;
It will develop in the direction of popularization and modernization , specialization and integration , internationalization and localization .

The contradiction between mental health education and psychological health education is the contradiction between the requirement of psychological health education and the objective requirement of mental health education , the contradiction between the students and the objective requirements of mental health education , the contradiction between the learners and the objective requirements of mental health education , the contradiction between the learners and the objective requirements of the psychological health education , the contradiction between the learners and the objective requirements of the psychological health education , and the like .

Educators and learners are the subjects of mental health education . They have their main role , and they interact and influence each other . To give full play to the subjects of educators and learners , they must have different basic qualities .

Mental health development of learners is the object of mental health education . The dialectical nature of mental health is mainly embodied in the dialectical unity of process and state ;
Dialectical unity of absoluteness and relativity ;
The dialectical unity of stability and variability and the dialectical unity of cultural differences . The dialectical nature of psychological development is mainly embodied in the dialectical unity of continuity and phase .
Dialectical unity of multidimensional and sequential nature ;
Dialectical unity of balance and non - equilibrium ;
Dialectical unity of universality and difference ;
The dialectical unity of initiative and initiative , the mutual dependence , mutual influence and unification between the subject and object of mental health education .

The dialectical nature of the content of mental health education is mainly embodied in the dialectical unity of certainty and variability ;
Dialectical unity of objectivity and subjectivity ;
The Dialectical Unity of richness and pertinency ;
Dialectical unity of knowledge and operability ;
The dialectical unity of popularity and professionalism . The dialectical relationship between the content of mental health education and the form of education is the form and form of content determination .

Mental health education is mainly applied to the methods of teaching , psychological consultation , discussion , activity experience and self - education . The dialectical application of mental health education method is the key to realize the goal of education .

In the practice of mental health education , it is necessary to grasp the " degree " of mental health education .
accurately dividing the category of mental health education ;
Mental health education is adapted to the level of learners ' psychological development , and is coordinated with the level of social development .
【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2

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