【摘要】 目的了解西安地区城市、城镇、农村中学数学教师的心理健康状况。方法采用现况调查:整群抽样方法,抽取参加西安地区中学数学教师培训班的所有教师,采用症状自评量表(SCL-90)、流调中心用抑郁自评量表(CES-D),焦虑自评量表(SAS)、艾森克个性问卷(EPQ)、社会支持量表(SSRC)和一般情况调查表,评价不同地区中学数学教师的心理健康状况。结果农村、城镇中学数学教师的SCL-90评分、抑郁、焦虑、N、P分显著高于于城市;城市中学数学教师的社会支持的利用度显著高于农村、城镇。结论新形势下中学数学教师的心理健康状况有待于提高,特别应该关注农村、城镇中学数学教师的心理健康状况。更多还原

【Abstract】 Objective To investigate the mental health status of middle school mathematics teachers in xi’an area. Methods It was a cross section study; teachers were selected by cluster sampling as all the teachers participating in mathematics education training. Questionnaires including Symptom Check list-90 (SCL-90), center for epidemiological studies depression scale (CES-D), self-rating anxiety scale (SAS), Eysenck personality questionnaire EPQ and social support rating scale (SSRS) were used to evaluate the mental health status of the teachers. Results Teachers from rural middle school got higher scores of SCL-90, CED-S, SAS, N, P than teachers from urban middle school. Teachers from urban middle schools got significantly higher score of utilization of social support than teachers from rural middle school. Conclusion Much more attention should be paid to mental health status of mathematics teachers, especially to those from rural middle school mathematics teachers.更多还原