本文關(guān)鍵詞：學(xué)校心理健康教育模式的“科學(xué)困境”及審美轉(zhuǎn)向　出處：《內(nèi)蒙古師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：本研究對學(xué)校心理健康教育模式的審美性這一課題,從背景分析、理論基礎(chǔ)、實踐困惑、模式建構(gòu)等方面進(jìn)行了闡述。 一、以學(xué)校心理健康教育審美取向的基礎(chǔ)上,分析了當(dāng)前學(xué)校心理健康教育中存在的問題及其表現(xiàn)。 教育部2012年修訂頒布的《中小學(xué)心理健康教育指導(dǎo)綱要》從科學(xué)與藝術(shù)、人文維度,以指導(dǎo)思想、基本原則、目標(biāo)和任務(wù)以及實施途徑等方面提出了學(xué)校心理健康教育的審美轉(zhuǎn)向。然而在現(xiàn)實的學(xué)校心理健康教育中存在著與此相悖的科學(xué)與藝術(shù)“二律背反”現(xiàn)象和問題。即學(xué)校心理健康教育過于專業(yè)化傾向和過于人文化傾向的悖論現(xiàn)象。要破解學(xué)校心理健康教育中存在的“二律背反”問題,應(yīng)以美學(xué)理論為基礎(chǔ),以審美視點來構(gòu)建學(xué)校心理健康教育模式。縱觀現(xiàn)行的學(xué)校心理健康教育研究,對其審美屬性所作的分析和研究是極為不夠的,很少有這方面的系統(tǒng)論述,即便涉及一些美的因素也往往是點綴,并沒有提升到審美的高度加以深刻思考。對學(xué)校心理健康教育性質(zhì)的全面認(rèn)識來看,忽視審美維度,很難達(dá)到全面的把握和理解。 在學(xué)校心理健康教育科學(xué)性與藝術(shù)性和諧統(tǒng)一的基礎(chǔ)上,細(xì)致闡發(fā)了學(xué)校心理健康教育模式的審美內(nèi)涵。 學(xué)校心理健康教育活動既是一種教育科學(xué)指導(dǎo)下的科學(xué)活動,又是一種依賴于教育者教育藝術(shù)的藝術(shù)活動。學(xué)校心理健康教育活動是科學(xué)還是藝術(shù)的問題,實際上代表了兩種不同的研究旨趣或思維取向,二者各有自身的優(yōu)勢也有各自的不足。而學(xué)校心理健康教育的審美設(shè)計是超越科學(xué)活動和藝術(shù)活動,旨在充分發(fā)揮學(xué)生的聰明才智,追求學(xué)生的自由和創(chuàng)造性,即按照美的規(guī)律塑造外部世界,也按美的規(guī)律塑造學(xué)生自身。在教育活動中體現(xiàn)真善美的和諧統(tǒng)一,認(rèn)知和情感的和諧統(tǒng)一。其學(xué)校心理健康教育模式審美性的特征表現(xiàn)在和諧性、創(chuàng)造性、個性、自由性、超越性、情感性以及形象性等方面。 三、在學(xué)校心理健康教育審美性的理論基礎(chǔ)上,論述了審美模式構(gòu)建的必要性、可能性和可行性。 對學(xué)校心理健康教育審美認(rèn)識的理論基礎(chǔ),具體以需要、可能以及可行等三個范疇作了分析。全面發(fā)展教育理論、科學(xué)人本主義理論、真善美倫理學(xué)理論、積極心理學(xué)理論為學(xué)校心理健康教育審美性提供了理論基礎(chǔ),為實現(xiàn)學(xué)校心理健康教育的審美轉(zhuǎn)向具有重要的指導(dǎo)意義。全面發(fā)展教育理論為學(xué)校心理健康教育審美轉(zhuǎn)向提供了教育學(xué)基礎(chǔ)；科學(xué)人本主義為學(xué)校心理健康教育審美轉(zhuǎn)向提供了哲學(xué)基礎(chǔ)；真善美相統(tǒng)一觀為學(xué)校心理健康教育審美轉(zhuǎn)向提供了倫理學(xué)基礎(chǔ)；積極心理學(xué)為學(xué)校心理健康教育審美轉(zhuǎn)向提供了心理學(xué)基礎(chǔ)。 四、對學(xué)校心理健康教育模式實施中存在的問題進(jìn)行了分析,并對學(xué)校心理健康教育模式的審美建構(gòu)及發(fā)展趨向進(jìn)行了反思與展望。 學(xué)校心理健康教育的理論基礎(chǔ),為實現(xiàn)科學(xué)與藝術(shù)(人文)相和諧的審美性提供了堅實的基礎(chǔ),但是,在學(xué)校心理健康教育的實踐中出現(xiàn)過于科學(xué)化,而遮蔽藝術(shù)性(人文性)的“科學(xué)困境”現(xiàn)象和問題。目前在我國實施的學(xué)校心理健康教育模式有專題講座模式,心理健康咨詢(輔導(dǎo))模式,定期心理健康咨詢、治療模式,學(xué)科教學(xué)、班主任工作、德育滲透模式,校園文化活動的教育模式。這些模式不同程度地表現(xiàn)出科學(xué)化的問題,如醫(yī)學(xué)化、功利化、技術(shù)化、專業(yè)化、非人性化、共性化、一元化等問題。由此導(dǎo)致學(xué)校心理健康教育中“科學(xué)困境”。具體表現(xiàn)在“醫(yī)學(xué)模式與教育模式”、“專業(yè)模式與素質(zhì)模式”、“教學(xué)模式與活動模式”之間的矛盾問題。這些矛盾的和諧統(tǒng)一依賴于學(xué)校心理健康教育模式的審美轉(zhuǎn)向。 五、在歸納分析學(xué)校心理健康教育模式理論依據(jù)和實踐基礎(chǔ)上,對學(xué)校心理健康教育模式審美性建構(gòu)進(jìn)行了討論。 學(xué)校心理健康教育模式中審美理論的引入迫切要求實現(xiàn)科學(xué)性與藝術(shù)性相和諧統(tǒng)一的審美性轉(zhuǎn)變,但是在學(xué)校心理健康教育實踐中過于科學(xué)化,則遮蔽了藝術(shù)性。為實現(xiàn)科學(xué)性與藝術(shù)性相和諧統(tǒng)一的審美目標(biāo),應(yīng)重新構(gòu)建學(xué)校心理健康教育模式。具體表現(xiàn)在學(xué)校心理健康教育內(nèi)涵和外延的審美拓展、理論基礎(chǔ)的審美擴(kuò)展、教育目標(biāo)中導(dǎo)入審美因素、教育內(nèi)容中滲透審美元素、教育過程實現(xiàn)審美化、教育策略提升審美品格、教育評價突顯審美維度。
[Abstract]:In this study, the aesthetic quality of the school mental health education model is discussed from the background analysis, the theoretical basis, the practical puzzles and the pattern construction.
First, on the basis of the aesthetic orientation of school mental health education, the existing problems and their performance in the current school mental health education are analyzed.
In 2012 the Ministry of Education issued the revised "primary and secondary school mental health education guidelines > from science and art, humanistic dimension, with the basic principle of the guiding ideology, objectives and tasks and approaches put forward the Aesthetic Turn of mental health education in schools. However, in the reality of the school mental health education in science and art" contrary to this two antinomy "phenomenon and problems. The paradox that mental health education in schools is too professional tendency and cultural tendencies to people too. There are school mental health education to crack the" two antinomy ", should be based on the aesthetic theory, aesthetic view to construct the school mental health Education Study on the mode of psychological health education of the school. Throughout the current, analysis and study of the aesthetic property is extremely not enough, there is little systematic discussion in this regard, even involving some beauty Factors are often embellished, and have not been promoted to the height of aesthetics. We must have a comprehensive understanding of the nature of school mental health education, and ignore the aesthetic dimension, so it is difficult to achieve a comprehensive grasp and understanding.
On the basis of the harmony and unity of the scientific and artistic quality of the school mental health education, the aesthetic connotation of the school mental health education model is elaborated.
Activities of psychological health education school is an educational science under the guidance of the scientific activities, is also a kind of education depends on the education of art activities. Activities of psychological health education in schools is science or art, actually represent two different research purport or thinking orientation, two each of them has its advantages have their shortcomings. And the aesthetic design of mental health education in schools is beyond scientific activities and art activities, in order to give full play to students' ability and cleverness, the pursuit of freedom and creativity of students, in accordance with the laws of the United States to shape the external world, according to the laws of the United States to shape their own. The harmony and unity of truth goodness beauty in educational activities harmony, unity of emotion and cognition. The characteristics of the school mental health education model of aesthetic performance in harmony, creativity, individuality, freedom, transcendence, emotion and image And so on.
Three, on the basis of the aesthetic theory of school mental health education, the necessity, possibility and feasibility of the construction of aesthetic mode are discussed.
The theoretical basis for mental health education aesthetic understanding, specific to the needs and feasible three categories are analyzed. The comprehensive development of education science theory, humanism theory, beauty ethics theory, positive psychology theory provides a theoretical basis for the psychological health education of the school aesthetic, has important guiding significance as to the realization of aesthetic mental health education in schools. The comprehensive development provides the basis of education theory of education for the school psychological health education aesthetic turn; scientific humanism for the school psychological health education to provide the philosophical basis of aesthetic beauty; unity view provides ethical foundation for mental health education in schools to provide aesthetic psychology; based on the positive psychology for the school mental health education and aesthetic turn.
Four, the problems in the implementation of school mental health education mode are analyzed, and the aesthetic construction and development trend of school mental health education mode are introspection and prospect.
The theoretical basis of school mental health education, for the realization of science and art (Humanities) provides a solid foundation, aesthetic harmony but too scientific in the practice of mental health education in schools, and cover art (Humanities) "scientific difficulties" phenomenon and problems. At present there are lectures model in the mode of mental health education in schools in China, mental health counseling (counseling), regular mental health consultation, treatment, teaching, class work, moral education, campus cultural activities education mode. These modes show different scientific problems, such as medicine, utilitarian. Technical, professional, impersonal, common, unified and so on. Thus the school mental health education in the "scientific dilemma." embodied in the "medical model and education mode", "professional mode and plain The contradiction between "quality mode" and "teaching mode and activity mode". The harmony and unity of these contradictions depend on the Aesthetic Turn of school mental health education mode.
Five, on the basis of the theoretical basis and practice of the school psychological health education model, the aesthetic construction of the school mental health education model is discussed.
The introduction of the aesthetic theory model of mental health education in schools is urgent to realize scientific and artistic harmony aesthetic transformation of unity, but in the practice of mental health education in schools is too scientific, is obscured the art. As the aesthetic goal of scientific and artistic harmony unity, we should reconstruct the school psychology the mode of health education. The aesthetic expansion in the connotation and extension of school mental health education, the theoretical foundation of the aesthetic, aesthetic factors into the educational goal, infiltration of aesthetic elements in the contents of education, the education process to achieve aesthetic education, strategies to enhance the aesthetic character, highlighting the aesthetic dimension of educational evaluation.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G441

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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2 陳旭,張大均;心理健康教育的整合模式探析[J];教育研究;2002年01期

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本文編號：1413873