【作者】 徐长江； 毛梦雨； 刘丹； 王园园；

【Author】 Xu Changjiang;Mao Mengyu;Liu Dan;Wang Yuanyuan;College of Teacher Education,Zhejiang Normal University;

【机构】 浙江师范大学教师教育学院；

【摘要】 高中心理健康教育教师作为一名学校老师同时也是一名心理咨询师,其职业能力水平直接影响学生心理健康的发展水平。本研究旨在探讨高中心健康教育教师职业能力评价指标的结构,确定其职业能力评价指标的权重,构建高中心理健康教育教师职业能力评价体系。研究在文献分析的基础上,采用行为事件访谈法、问卷调查法以及经验归一法,将质性研究和量化研究相结合,得出以下结论:首先,高中心理健康教育教师的职业能力评价指标包括一般能力和专业能力两个一级指标,十一个二级指标,十七个三级指标,初步形成了高中心理健康教育教师职业能力评价的指标结构。其次,在指标结构的基础上,运用专家评估法编制高中心理健康教育教师职业能力重要性调查问卷,在对问卷调查结果进行统计分析后,运用经验归一法确定评价体系各指标的初始权重,在此基础上经过专家小组讨论确定最终的权重。由此将指标结构与指标权重相结合,构建出高中心理健康教育教师职业能力评价体系。最后,在高中心理健康教育教师职业能力重要性调查问卷的基础上,形成高中心理健康教育教师职业能力自评问卷,并对职业能力评价体系进行初步应用。对问卷结果进行t检验和方差分析表明:高中心理健康教育教师职业能力自评总分在年龄、工作年限和职称上的差异显著。在二级指标中,学习发展能力在年龄、工作年限和是否属于重点高中上的差异均显著;压力管理能力在年龄和工作年限上差异均显著;应变能力在学校类型和年龄上均差异显著;理解能力在性别上差异显著;表达能力在年龄、工作年限和职称上差异均显著;人际交往能力在职称上差异显著;情绪管理能力在年龄、工作年限和职称上差异均显著;科研能力在学校所在地、年龄、工作年限和职称上差异均显著。更多还原

【Abstract】 High school mental health teachers, also as psychological counselors, play a pivotal role in the process of students’ education and healthy growth.This study not only aims to provide a clear direction for the professionalization of mental health teachers’ professional competence, but also provides a reference for the effective evaluation of the mental health teachers’ professional development.On the basis of the literature analysis, this paper used the behavior event interview method, quantitative survey method and empirical normalization method to combine qualitative research and quantitative research.The main conclusions are as follows: 1. Initially formed a the index structure of vocational ability evaluation system of mental health education teachers in high school includes tow first level indicators: general and professional abilities;11 second level indicators; and 17 third level indicators. 2. On the basis of the index structure,we compiled the questionnaire about the importance of the vocational ability of the school mental health education teachers by the expert evaluation methods.After analyzing the results of the questionnaire survey, we use the empirical normalization method to determin the initial weitht of the indicators. On this basis, we use the expert discussion method to determine the final weight of the indicators and build the vocational ability evaluation system of mental education teachers in high school.3. On the basis of the questionnaire survey about the importance of the vocational ability of the high school mental health education teachers,the self evaluation questionnaire of vocational ability of mental health education teachers is established, and the evaluation system of vocational ability is applied. The results of t test and variance analysis are as follows: total score of self-evaluation questionnaire about high school mental health education teacher’s vocational ability are significantly different in age, working years and titles.In second level indicators, the ability of learning and development are significantly different in terms of age, working years and whether it is a key high school. The pressure management ability is significantly different in age and working years. The adaptability is significantly different in school type and age. The understanding ability is significantly different in gender.The expression ability is significantly different in age, working years and titles. Interpersonal ability is significantly different in titles. The emotion management ability is significantly different in location, age, working years and titles.更多还原