科层组织中提高中学心理健康教育工作实效的研究

发布时间：2018-04-09 09:47

本文选题：素质教育　切入点：中学心理健康教育　出处：《苏州大学》2008年硕士论文

【摘要】： 进入21世纪,随着终身学习、创新思维、素质教育等等新理念在教育界的不断推广,关注学生的全面发展正日益突显为教育的主导观念。越来越多的教育工作者认识到,学生的发展不仅包括身体的健康成长、智力水平的不断进步,还应当包含心灵的健康发展。由此而得到重视的学校心理健康教育正在成为促进学生全面健康发展的重要途径。但是在具体实施中,由于管理者和施行者本身的认识上的偏差,我国中学心理健康教育的发展情况并不如人意,出现了课程学科化、临床医学化、内容片面化、对象孤立化、成果形式化等诸多发展偏差,这都阻碍着心理健康教育工作实效的发挥。本文针对我国中学现有的科层组织结构,拟从以下几个方面探讨阻碍我国中学心理健康教育工作实效发挥的原因,以及为了提高工作实效可以借鉴的方法。一、中学心理健康教育管理模式。科层组织结构下,各个部门是割裂的封闭的,但是心理健康教育需要从整体的观念上去把握,不应当仅仅放在单独的学科体系下,或者是部门管理模式下。所以在组织模式上建议建立独立于学校之外的单独机构,能够整合学校、社会各种力量,并且不受学校行政管理的制约,充分满足心理健康教育在学术上的要求。二、中学心理健康教育内容的选择。科层组织有非个人取向,组织内部各种行为都按统一的规定办理,不因人而异。但是学生心理健康教育的需求却是因人而异因时而异的,所以在实施中应当注意避免学科化、内容片面化和孤立化,应当兼顾学生、家长、教师,兼顾治疗、预防和发展,更加侧重于发展,以达到促进学生全面发展的目的。三、中学心理健康教育方法。科层组织存在着权威的层级节制,强调上级对下级的命令,强调下对上或者对共同规范的服从,这些方法与心理健康教育的需要不符,应当重视调动学生的主体积极性,采用多样化的教育方法,增强心理体验,在体验中内化心理健康教育的成果。四、中学心理健康教育的评价。在科层组织中,职业评级与升迁按员工能力、资历确定,也依据此标准确定人员的雇用、奖惩。但是在现实工作中,学校心理健康教育的成果很难用量化的方法进行评价,仅使用终结性评价进行考虑既不科学、也很难操作,所以建议建立发展性的评价体系,重形成性评价,重评价结果的反馈。
[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.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G441

【参考文献】