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王勇鹏 《湖南科技学院学报》2010,31(5):161-163
由于传统德育观念的束缚和对心理健康教育工作认识的偏差等多重原因,当前公安院校心理健康教育教师的角色地位整体上看是比较模糊的。集中表现为心理健康教育教师与管理工作者、德育工作者等其他人群的混肴,这必然影响到心理健康教育工作的实效。人们应根据心理健康教育工作自身的科学性建构起公安院校心理健康教育工作的独自体系。 相似文献
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身份认同是指个人对所属群体的角色及其特征的认可程度和接纳态度。在我国教育界,由于中小学心理健康教育起步比较晚,受传统思维习惯和教育制度的影响,心理教师的身份还存在着许多争议。从而导致了心理教师身份认同感模糊甚至偏差,这对学校心理健康教育工作的效果产生了极大的负面影响。 相似文献
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教师的心理健康教育能力是教师职业能力的重要组成部分。随着社会的发展,教师职业角色需要重新定位,在授业解惑的同时,教师应该是学生的心理咨询者和健康指导者。本文从心理健康教育的内容、心理咨询与心理指导的知识和技术、心理指导与教学活动和德育的关系等方面进行了论述。 相似文献
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德育功能是高校心理健康教育的一项重要功能。实现心理健康教育的德育功能是提高德育实效的需要,也是心理健康教育自身发展的需要。在德育中渗透心理健康教育的理念和方法,遵循学生的心理发展规律,可以提高德育工作的科学性和实效性。心理健康教育必须在大德育的框架和要求下开展,坚持德育的方向和目标,实现德育功能。 相似文献
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德育在人们的印象中已形成一种定势 :枯燥的说教 ,教师将固有的规范灌输给学生 ,使学生被动的接受。如果我们从心理健康教育角度来认识 ,那么德育应该是一个“提问—讨论—思考—选择”的过程 ,由此 ,德育就会变得象心理咨询一样具有魅力。从心理健康教育与德育的比较发现 :一是心理健康教育与德育可以相互借鉴。二是德育的目的在于育德 ;心理健康教育在维护健康心理的同时 ,也同样产生育德效果。心理健康教育和德育各自作为一个完整的教育体系 ,在共同培养人的过程中发挥着重要的作用。心理健康教育的原则、内容、方法、途径与德育原则、内… 相似文献
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陈蔼妍 《中国校外教育(理论)》2013,(Z1):153+156
心理健康教育与德育的关系是近年来教育界探讨较多的问题。两者有着共同的目的,但在理论依据、内容、方法等方面又有所不同。不能将两者混淆起来,否则会导致心理问题德育化或德育问题心理化。 相似文献
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教师职业认同感是教师对其职业及内化的职业角色的积极认知、体验和行为倾向的综合体,主要包括职业价值观、角色价值观、职业归属感和职业行为倾向四个成分.在我国虽然心理健康教育正逐渐作为一门课程在中小学实施,但其专业教师还处于职业的探索期,他们对心理健康教育的职业认同水平还有待提高.比如,有调查显示,目前我国中小学教师对心理健康教育目标和功能的认识模糊,对心理健康教育工作内容、任务认识不清,心理健康教育工作的角色模糊;还有研究指出,目前中小学教师普遍存在职业倦怠,尤其表现为个人成就感降低.因此,为了进一步拓展前人的相关研究,为今后在实践中的教师职业认同心理干预研究提供借鉴,本研究拟考察中小学教师的专业课程培训对其职业价值观、角色价值观、职业归属感和职业行为倾向的影响,进而探究该课程对其职业认同感的干预效果. 相似文献
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余胜美 《中小学心理健康教育》2009,(22):7-10
学校心理健康教育的目标体现在帮助学生学会调适和帮助学生寻求发展。学校心理教师在心理健康教育工作中的地位举足轻重,教师角色意识的确立是否全面、合理,决定着心理教师的教育行为能否符合心理健康教育开展的新要求。本文从从业要求、服务范围、心理健康教育活动几方面论述了学校心理教师的角色。 相似文献
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王宏方 《湖南师范大学教育科学学报》2003,2(6):64-68,72
心理教师是近年来随着学校心理健康教育应运而生的一种新型的教师。目前，我国的学校心理教师角色身份不明确，职业活动范围和方法模糊，专业化水平低。从心理教师角色界定、心理教师专业化发展的必要性以及专业化发展趋势等三个方面探讨心理教师的专业化问题是十分必要而有意义的。 相似文献
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Pennee Kantavong 《International Journal of Inclusive Education》2018,22(7):767-786
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction. 相似文献
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中国教育如何应对WTO的挑战 总被引：12，自引：0，他引：12
劳凯声 《北京师范大学学报(社会科学版)》2002,(2):86-96
加入WTO之后,我国教育面临着挑战和机会.面对WTO的挑战,我们必须寻找和发展中国教育的比较优势,使中国教育变被动为主动;必须重新审视教育的性质,建立政府、市场和学校三者关系的新格局,改变以往那种封闭的、与市场无涉的学校体系,使市场力量能够介入教育领域,提供一种可选择的教育服务;必须以市场的精神改造中国的教育,并从"用户第一主义"、新教育消费观和新教师观三个方面来改造我国的教育机制. 相似文献
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Ryo Yoshii 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):353-370
ABSTRACTThis study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes. 相似文献
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农村寄宿制学校在农村社会发展中具有重要地位和作用,主要表现在教育、文化和经济意义上。目前农村寄宿制学校的主要问题表现在学生儿童心理发展、学校教育管理、教育经费短缺、师资建设等维度。农村寄宿制学校发展需要的外部条件和政策支撑是国家专项经费的支持、农村寄宿制学校相关的教育法规标准体系、科学的布局、教师交流制度等。 相似文献
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Teachers and school psychologists are often involved in designing classroom behavioral interventions. Functional behavioral assessment, mandated under certain circumstances by IDEA (1997), is considered a best practices approach in designing behavioral interventions. A functional assessment can result in an intervention tailored to a specific student's needs. The purpose of this study was to determine whether teachers considered the function of a behavior when determining a classroom intervention. A sample of 209 Kentucky teachers were given scenarios of students exhibiting problematic behaviors. Information was provided so that the function of the behavior was apparent. The results found that few teachers considered the behavioral function when deciding upon an intervention. Few differences were found between regular and special education teachers. Implications for school psychologists are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
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Yola Center James Ward 《International Journal of Disability, Development & Education》1989,36(2):117-131
SCHOOL psychologists serving primary and secondary schools in New South Wales were surveyed to ascertain their attitudes towards the main‐streaming of children with a wide range of disabilities. They were also asked to identify the resources required to meet the needs of these children in regular classrooms and to indicate their perceived role in the process of mainstreaming. Results indicated that school psychologists appeared to have a fairly optimistic perspective with regard to mainstreaming when compared with teachers. Comparisons of factor analyses of attitudes also suggested that school psychologists tended to group disability characteristics more in terms of traditional handicapping categories than with regard to the educational demands made upon teachers. While children with learning and behavioural difficulties represented psychologists’ largest case load, they did not always feel they had the skills to assist this group and were even less confident about other categories of disability. School psychologists also saw their roles with regard to mainstreaming as consultative rather than interventionist and attached little importance to knowledge of classroom techniques to facilitate the mainstreaming of children with disabilities. Implications of these data for the training and practice of school psychology were subsequently discussed. 相似文献
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流动人口子女教育问题:现状与反思 总被引：1，自引：0，他引：1
当前我国流动人口子女教育问题的现状不容乐观,问题主要表现在流动人口子女的受教育机会、学业成绩、心理状况以及民工子弟学校的师资和教育教学设施等方面。流动人口子女教育反映出的众多问题实则是我国较为保守的、传统的社会管理体制不能适应和不断提升的城市化进程的必然产物。它牵涉面广,已远远超出了义务教育的范畴,也远远超出了纯粹的教育范畴,它与户籍管理、财政制度、税收政策、社会保障、公民权利等一系列社会、政治、经济问题相联系。未来流动人口子女教育政策的构建必须立足于这些复杂的、深层次的问题的解决。 相似文献
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The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other. 相似文献
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随班就读是全球融合教育在中国的具体实践,随班就读教师究竟需要怎样的“支持”才能满足残疾儿童在普通班级中的特殊教育需要？基于信效度较好的随班就读教师课堂支持问卷调查与分析结果表明,随班就读教师在社会性支持上的得分显著高于在技术性支持上的得分;在社会性支持中,教师在融合教育氛围上得分显著高于在学校领导支持上的得分,而在学校领导支持上的得分又显著高于在同事支持上的得分;在技术性支持中,教师在物理环境调整上的得分显著高于在教辅教具配置上的得分;而在教辅教具配置上的得分又显著高于在专业人员指导上的得分。基于研究结果,建议加强随班就读教师所需支持研究,规范开展随班就读工作的教室建设,提升特殊教育学校教师专业化水平。 相似文献