农村预备师资的心理健康教育胜任力研究

【作者】 孙卉；

【导师】 傅宏；

【作者基本信息】 南京师范大学 ， 教育博士（专业学位）， 2021， 博士

【摘要】 为探讨农村预备师资的心理健康教育胜任力,本研究以江苏省乡村定向师范生群体为例,围绕心理健康教育胜任力的模型构建、问卷编制、现状调查、影响因素分析、培训提升等内容,开展了五个分研究:研究1基于行为事件访谈的方法,构建了农村中小学教师心理健康教育胜任力模型;研究2基于构建的模型,按照测量学的标准和要求,编制了用于测查农村中小学教师/乡村定向师范生心理健康教育胜任力水平的问卷;研究3利用编制的问卷,对江苏省乡村定向师范生群体心理健康教育胜任力的现状进行了大规模调查;研究4基于扎根理论的方法和思路,通过深度访谈的方法探讨了乡村定向师范生心理健康教育胜任力的影响因素;研究5基于前序研究的内容,开发了用于提升乡村定向师范生心理健康教育胜任力水平的教学课程,并通过随机对照试验的方法验证其有效性和稳定性。研究结果如下:第一,农村中小学教师心理健康教育胜任力模型包含六个维度(分别是乡村情怀、能力技巧、人格特质、自我调整、知识积累和伦理规范)和21个具体的特征,每一个维度都包含了 21个具体特征中的一个或多个,其中一些属于鉴别性特征,即能够将特定工作中的一般绩效者与卓越绩效者区分开的特质(包括了解农村、扎根农村、理解共情、影响能力、真诚尊重、发现问题、理性思考、知识积累、职业兴趣、把握规律等),另一些属于基准性特征,即胜任某项工具需要具备的一些基础的特质(包括建立关系、教学能力、诊断干预、危机干预、沟通能力、观察能力、人格健全、自控能力、成就动机、自我认识、伦理规范等)。第二,基于胜任力模型编制的《农村中小学教师心理健康教育胜任力问卷》的信度、效度等指标均符合心理与教育测量学要求。最终确定的问卷包含七个维度,即“能力技巧1”、“能力技巧2”、“自我调整”、“人格特质”、“乡村情怀”、“知识积累”和“伦理规范”,合计包含42个项目。第三,基于江苏省乡村定向师范生群体的大规模调查显示:(1)受测师范生在“伦理规范”维度上的得分最高,而在“能力技巧”和“乡村情怀”方面得分较低。(2)与农村教师群体相比,乡村定向师范生群体的心理健康教育胜任力得分较低。(3)乡村定向师范生的心理健康教育胜任力在性别、年级、专业、学校、课程学习情况方面存在一定的差异。第四,基于深度访谈的研究发现,乡村定向师范生心理健康教育胜任力的影响因素包括知识技能、人格特征、行为动机、培养训练和政策要求等,以上内容又可以构建出内在因素(包括知识技能、人格特征、行为动机)和外在因素(包括培养训练、政策要求)两个大类。内外两方面因素综合发挥作用:一方面,内在因素通常直接作用于乡村定向师范生心理健康教育胜任力;另一方面,外在因素则需要通过内在因素而作用于胜任力。第五,基于模型建构、现状调查及影响因素分析而开发的教学干预从知识技能、人格特征、行为动机和培养训练四个角度入手,尝试提升乡村定向师范生心理健康教育的胜任力水平。经过随机对照试验研究,实验班在农村中小学心理健康教育胜任力的大部分维度和总分上,分数均有显著提升,表明教学干预是有效的,并且其效果具有较好的稳定性。以上研究结果为乡村定向师范生乃至整个师范生群体的培养提供了借鉴,特别是在心理健康教育胜任力的评估、提升等方面为实践提供了可行的思路。此外,在后续的研究中,样本的代表性问题、研究内容与实践要求之间的契合度问题、实践中的伦理冲突问题等依然是需要进一步探讨和思考的问题。更多还原

【Abstract】 In order to explore the mental health education competency of rural reserve teachers,this study takes the rural oriented normal students in Jiangsu Province as an example,focusing on the model construction,questionnaire preparation,current situation investigation,influencing factor analysis,training and improvement of mental health education competency,and carries out five sub studies.Based on the behavioral event interview method,study 1 constructed the competency model of rural primary and secondary school teachers’ mental health education;Study 2 based on the constructed model,according to the standards and requirements of measurement,developed a questionnaire to test the competency level of rural primary and secondary school teachers/rural oriented normal students;Study 3 used the questionnaire to survey rural oriented normal students in Jiangsu Province based on the methods and ideas of grounded theory;study 4 explored the influencing factors of mental health education competency of rural oriented normal students through in-depth interviews;study 5 developed the teaching curriculum to improve the mental health education competency of rural oriented normal students based on the content of the previous research,the effectiveness and stability of the method were verified by randomized controlled trials.The results are as follows:First,the competency model of rural primary and secondary school teachers’mental health education includes six dimensions(rural feelings,ability and skills,personality traits,self-adjustment,knowledge accumulation and ethical norms)and 21 specific characteristics.Each dimension contains one or more of the 21 specific characteristics,some of which belong to the distinguishing characteristics,that is,the ability to integrate the general characteristics in a specific job(including understanding the countryside,taking root in the countryside,understanding empathy,influencing ability,sincere respect,finding problems,rational thinking,knowledge accumulation,professional interest,grasping the law,etc.),the others are the benchmark characteristics,that is,the basic characteristics that the performance person needs to possess to be competent for a certain tool(including relationship building,teaching ability,diagnosis ability,crisis intervention,communication ability,observation ability,sound personality,self-control ability,achievement motivation,self-awareness,ethical norms,etc.).Secondly,the reliability and validity of the questionnaire based on competency model meet the requirements of psychometrics and pedagogy.The final questionnaire contains seven dimensions,namely "ability skill 1","ability skill 2","self adjustment","personality traits","rural feelings","knowledge accumulation" and "ethical norms",with a total of 42 items.Thirdly,based on the large-scale survey of rural oriented normal students in Jiangsu Province,the results show that:(1)the tested normal students have the highest score in the dimension of "ethics",but lower scores in "ability and skill" and "rural feelings".(2)Compared with rural teachers,the scores of mental health education competency of rural oriented normal students are lower.(3)There are some differences in gender,grade,major,school and curriculum learning of rural oriented normal students’mental health education competency.Fourthly,based on in-depth interviews,it is found that the influencing factors of mental health education competency of rural oriented normal students include knowledge and skills,personality characteristics,behavioral motivation,training and policy requirements,etc.the above contents can be constructed into two parts:internal factors(including knowledge and skills,personality characteristics,behavioral motivation)and external factors(including training and policy requirements).Internal and external factors play a comprehensive role:on the one hand,internal factors usually directly affect the mental health education competency of rural oriented normal students;on the other hand,external factors need to act on the competency through internal factors.Fifthly,a teaching intervention is developed based on the previous research,it try to improve the competency level of mental health education of rural oriented normal students from knowledge and skills,personality characteristics,behavioral motivation and training four angles.After a randomized controlled trial,the scores of most dimensions and total scores of mental health education competency of the experimental class have been significantly improved,which shows that the teaching intervention is effective,and its effect has good stability.The above research results provide a reference for the cultivation of rural oriented normal students and the whole normal students group,especially in the evaluation and promotion of mental health education competency.In addition,in the follow-up research,the representativeness of the sample,the fit between the research content and the practical requirements,and the ethical conflict in practice are still issues that need to be further explored and considered.更多还原