【摘要】：由于我國(guó)學(xué)校心理健康教育起步較晚,社會(huì)各界對(duì)青少年心理健康水平的關(guān)注度不高,使得學(xué)校的心理健康發(fā)展落后的局面,尤其體現(xiàn)在教法單一、師資水平低、德育化傾向等方面的問(wèn)題。近年來(lái),隨著社會(huì)的進(jìn)步和素質(zhì)教育的全面推進(jìn),中職校辦學(xué)規(guī)模不斷擴(kuò)大,傳統(tǒng)的心理健康教育課程已經(jīng)無(wú)法滿足現(xiàn)代心理健康教育,部分地區(qū)和個(gè)別學(xué)校的學(xué)生出現(xiàn)了心理失衡行為,暴力事件和自殺事件的數(shù)量不斷增加。這些事件已經(jīng)引起了社會(huì)各界的高度關(guān)注,因此促進(jìn)中職校學(xué)生心理健康發(fā)展已迫在眉睫。筆者從中職學(xué)生的成長(zhǎng)背景、心理特征及中職學(xué)校心理健康教育活動(dòng)課程要素方面進(jìn)行分析,通過(guò)對(duì)中職學(xué)校心理健康教育活動(dòng)課程的開展情況、心理健康教育活動(dòng)課程設(shè)計(jì)以及心理健康教育活動(dòng)實(shí)施幾個(gè)方面研究,探究適合我國(guó)中職學(xué)生的心理健康發(fā)展的課程設(shè)計(jì)與實(shí)施方法。本文通過(guò)問(wèn)卷調(diào)查和訪談?wù){(diào)查法,考察中職學(xué)校心理健康教育活動(dòng)課程的設(shè)計(jì)理念、教學(xué)目標(biāo)、實(shí)施方法和課程評(píng)價(jià)等。對(duì)中職校心理健康教育活動(dòng)課程設(shè)計(jì)與實(shí)施中,教師教學(xué)理念不成熟、教學(xué)目標(biāo)認(rèn)識(shí)不清、教學(xué)方式不合理及評(píng)價(jià)方式單一等問(wèn)題進(jìn)行了詳細(xì)的分析。從中職學(xué)生的性格特點(diǎn)為出發(fā)點(diǎn),在更深入探究已出現(xiàn)問(wèn)題的原因后,給出了促進(jìn)中職校心理健康教育活動(dòng)課程設(shè)計(jì)與實(shí)施的相關(guān)策略:轉(zhuǎn)變教師的教育觀念、學(xué)校重視心理健康教育活動(dòng)課程、教師根據(jù)大綱要求合理的設(shè)計(jì)有針對(duì)性的內(nèi)容、豐富心理健康教育活動(dòng)課程的教學(xué)手段、激發(fā)學(xué)生和家長(zhǎng)對(duì)活動(dòng)課程的參與度并建設(shè)有效的課程評(píng)價(jià)體系。
[Abstract]:Due to the late start of mental health education in Chinese schools and the low attention paid by all walks of life to the mental health level of young people, the development of mental health in schools is lagging behind, especially in the single teaching method and the low level of teachers. Moral education tendency and other aspects of the problem. In recent years, with the progress of society and the overall promotion of quality education, the scale of secondary vocational schools has been expanding, the traditional mental health education curriculum can no longer meet the needs of modern mental health education. In some areas and in individual schools, the number of violent incidents and suicides is increasing. These events have aroused great concern from all walks of life, so it is urgent to promote the mental health development of secondary vocational school students. The author analyzes the growth background, psychological characteristics and the curriculum elements of mental health education activities in secondary vocational schools, through the development of mental health education activities in secondary vocational schools. This paper studies the curriculum design of mental health education activities and the implementation of mental health education activities in order to explore the curriculum design and implementation methods suitable for the development of mental health of secondary vocational school students in China. By means of questionnaire investigation and interview, this paper investigates the design idea, teaching goal, implementation method and curriculum evaluation of mental health education activity curriculum in secondary vocational schools. In the course design and implementation of mental health education activities in secondary vocational schools, the problems such as immature teaching concept, unclear understanding of teaching objectives, unreasonable teaching methods and single evaluation methods are analyzed in detail. Based on the characteristics of secondary vocational school students, this paper gives some strategies to promote the design and implementation of the curriculum of mental health education in secondary vocational schools after further exploring the causes of the problems, that is, changing teachers' educational concepts. The school attaches importance to the mental health education activity curriculum, the teacher reasonably designs the pertinence content according to the outline request, enriches the mental health education activity curriculum teaching method, To stimulate students and parents to participate in the activity curriculum and to build an effective curriculum evaluation system.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G441

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蔣麗瓊;;職校生心理健康教育課程教學(xué)改革初探——以常州建設(shè)高等職業(yè)技術(shù)學(xué)�！靶睦沓砷L(zhǎng)體驗(yàn)周”為例[J];科教文匯(中旬刊);2015年11期

2 張沖;孟萬(wàn)金;;從“積極”出發(fā)建構(gòu)積極心理健康教育活動(dòng)課程[J];中國(guó)德育;2014年24期

3 彭賽紅;;高職心理健康教育活動(dòng)課程的設(shè)計(jì)與實(shí)施[J];中國(guó)職工教育;2013年20期

4 趙建平;;對(duì)中職學(xué)校學(xué)生心理健康現(xiàn)狀的調(diào)查[J];職教論壇;2011年35期

5 薛香;俞暄一;;積極心理健康教育視角下的學(xué)校心理健康教育課程教學(xué)設(shè)計(jì)初探[J];教育與職業(yè);2011年27期

6 吳嫻蘭;高霞;;對(duì)高職心理健康教學(xué)改革的幾點(diǎn)思考[J];教育與職業(yè);2011年14期

7 馮寶泉;;談中職學(xué)生的心理健康教育[J];中等職業(yè)教育(理論);2011年04期

8 王博;吳飛;;積極心理取向《大學(xué)生心理健康教育》課程教學(xué)設(shè)計(jì)研究[J];河北工程大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年01期

9 李玉榮;;心理健康教育課活動(dòng)設(shè)計(jì)“八大注意”[J];中小學(xué)心理健康教育;2011年03期

10 于多;;職校學(xué)生心理健康教育原則及實(shí)施策略[J];職業(yè)技術(shù);2010年12期

相關(guān)碩士學(xué)位論文 前1條

1 張英;中小學(xué)心理健康教育活動(dòng)課程的若干理論與實(shí)踐問(wèn)題研究[D];福建師范大學(xué);2002年

，

本文編號(hào)：2188924