【作者】 陈丹；

【导师】 阎平；

【作者基本信息】 湖南师范大学 ， 应用心理（专业学位）， 2018， 硕士

【摘要】 进入21世纪,如何有效培育学生良好的心理品质是当前我国基础教育改革的核心主题。然而,目前部分初中学校的心理健康教育课的专业性和实效性存在一些问题,要破解这些“困境”的必要途径就是要构建科学的心理辅导活动课的评价体系,为此,本文通过初步构建初中心理辅导活动课评价指标体系,以期实现课堂评价的导向功能和激励功能,不断提升学校心理辅导活动课的科学性和实效性,让初中心理健康活动课更科学、更规范、更有实效性,同时,也为各级教育行政部门的管理和决策提供借鉴与参考,有效促进学校心理健康教育活动课在每一所学校生动、持续推进。针对本研究的核心主题一初中心理健康活动课,本文采用了观察法、访谈法、以及问卷法。首先查阅了国内外的相关研究,并对文献材料进行了归纳和总结,然后通过专家访谈的方法初步制定了初中心理辅导活动课评价调查问卷,在对问卷进行预测后,统计结果,进行数据分析后,修改并重新编订正式问卷再进行问卷调查,得到最终的评价问卷,进而构建初中心理辅导活动课评价指标体系,并通过专家问卷法对评价指标的权重进行等级评定,计算出各权重,根据三级指标的权重,将权重系数以百分制换算成权重分数,建立初中心理辅导活动课评价指标体系表。并根据体系表进行了试评估,发现其具有良好的适用性。其研究结果如下:一、“初中心理辅导活动课评价指标体系”中,一级指标包含了“辅导活动课设计”、“辅导活动课过程”和“辅导活动课效果”三个部分,其相对权重分别为 0.33、0.46 和 0.21。二、一级指标“辅导活动课设计”中,包含“活动课目标”和“活动课主题”2个二级指标。其相对权重为0.19和0.11。其中“活动课目标”指标下包含3个观测点,“活动课主题”指标下包含4个观测点。三、一级指标“辅导活动课过程”中,包含“暖身活动”、“活动进程”、“学生参与”、“教师素养”、“课后作业”5个二级指标。其相对权重分配,依次为0.05、0.12、0.17、0.14和0.04;其中“暖身活动”指标下包含2个观测点,“活动进程”指标下包含5个观测点,“学生参与”指标下包含3个观测点,“教师素养”指标下包含10个观测点,“课后作业”指标下包含2个观测点。四、一级指标“辅导活动课效果”中,包含“学生成长”和“教师发展”2个二级指标,其相对权重分配为0.10和0.08;其中“学生成长”下包含4观测点,“教师发展”指标下包含3个观测点。五、本研究着力科学构建初中心理辅导活动课评价指标体系,根据活动的性质和学生发展的需求,提出了初中心理辅导活动课实施中要遵循的四条原则:(1)凸显“生本”的原则;(2)强化学生“获得感”的原则;(3)深度体验的原则;(4)针对性原则。运用统计学研究方法对初中心理活动课的目标量表信度、活动课主题量表信度、学生表现量表信度、教师素养量表信度、学生收获量表信度、教师收获量表信度、课后作业量表信度等进行了分析。同时,在对评价指标体系进行专家咨询的基础上,初步阐释了该评价指标体系的三个特点:(1)充分考虑心理辅导活动课的特点;(2)评价指标的具体化和可操作性;(3)评价指标体系量化,具有等级性。最后,作者对评价指标体系的进行了初步应用,对评价指标体系的信度和效度进行了检验。更多还原

【Abstract】 In the 21st century,how to effectively cultivate students’good psychological qualities is the core theme of China’s current basic education reform.However,there are some problems in the professionalism and effectiveness of mental health education courses in some junior high schools.The necessary way to solve these "difficulty" is to construct a scientific psychological counseling activity evaluation system.For this reason,this paper has adopted a preliminary construction.Junior middle school psychological counseling activity evaluation index system,in order to achieve the classroom evaluation of the guiding function and incentive function,and continuously improve the school psychology counseling activity of science and effectiveness,so that junior high school mental health activities more scientific,more standardized and more effective At the same time,it also provides reference and reference for the management and decision-making of education administrative departments at all levels,and effectively promotes the school’s mental health education activities in each school in a vivid and continuous manner.For the core theme of this study—the junior middle school mental health activity class,the article adopts observation method,interview method,and questionnaire method.First of all,we reviewed the relevant research at home and abroad,and summarized and summarized the literature materials.Then we preliminarily formulated the junior middle school psychological counseling activity evaluation questionnaire through expert interviews.After the questionnaires are forecasted,the statistical results are analyzed.Afterwards,revised and re-formulated the formal questionnaire and then conducted a questionnaire survey to obtain the final evaluation questionnaire,and then construct the evaluation index system of the junior middle school psychological counseling activity class,and through the expert questionnaire method to assess the weight of the evaluation index,and calculate the weights,according to The weights of the third-level indicators convert the weight coefficients into weighted scores in terms of percentiles,and establish an evaluation index system table for the junior counseling activity lesson.According to the system table,a test evaluation was conducted and it was found to have good applicability.The results of the study are as follows:First,"junior high school psychological counseling activity class evaluation index system",an index contains"counseling class design","counseling activity class process"and "counseling activity class effect" three parts,the relative weights were 0.33,0.46 and 0.21.Second,an indicator "counseling activity class design",including "activity class goal" and "activity class theme" two second-level indicators.The relative weights are 0.19 and 0.11.Among them,there are 3 observation points under the "activity class goal”index and 4 observation points under the "activity class topic”indicator.Third,an indicator "Counseling activity class process",including "warm-up activities","activity process","student participation","teacher education","homework" five two indicators.The relative weight distributions were 0.05,0.12,0.17,0.14 and 0.04,respectively.Among them,there were 2 observation points under the "warm-up activity" indicator,5 observation points under the "activity process" indicator and 5 points under the "student participation" 3 observation points,"teacher accomplishment" index contains 10 observation points,"homework" under the indicator contains 2 observation points.Fourth,an indicator "counseling activity class effect",including "student growth,and "teacher development" two second-level indicators,the relative weight distribution of 0.10 and 0.08;including "student growth" contains 4 observation points,"Teacher Development "contains 3 observation points.Fifth,this research focus on scientific construction of junior middle School psychological guidance Activity Course Evaluation Index system,according to the nature of the activities and the needs of students development。This study focuses on scientifically constructing an evaluation index system for junior middle school psychological counseling activities.According to the nature of activities and the needs of students’ development,four principles to be followed in the implementation of junior counseling activities are proposed:(1)Highlighting the "original" Principles;(2)Strengthen the principle of "sense of giving" to students;(3)principles of deep experience;(4)principle of pertinence.Using statistical research methods to measure the goals of the junior middle school psychology activity class,the activity class theme scale reliability,the student performance scale reliability,the teacher literacy scale reliability,the student harvest scale reliability,the teacher’s harvest scale Reliability,reliability of after-class assignments,etc.were analyzed.At the same time,on the basis of expert consultation on the evaluation index system,three characteristics of the evaluation index system are initially explained:(1)fully consider the characteristics of the psychological counseling activity class;(2)the specificity and operability of the evaluation index(3)The evaluation index system is quantified and graded.In the end,the author initially applied the evaluation index system and tested the reliability and validity of the evaluation index system.(1)Fully considering the characteristics of the psychological guidance Activity class,(2)the embodiment and operability of the evaluation Index,and(3)The quantification of the evaluation Index system.Finally,the author makes a preliminary application to the evaluation Index system,and tests the reliability and validity of the evaluation Index system.更多还原