【作者】 李正云；

【导师】 王振宇；

【作者基本信息】 华东师范大学 ， 学前教育学， 2007， 博士

【副题名】教育渗透·自我成长模式的理论与实践

【摘要】 学校心理辅导(或简称“学校辅导”)是指在一种新型的建设性的人际关系中，专业人员运用其专业知识和技能，给学生以合乎需要的协助与服务，以帮助学生正确地了解自己、认识环境，确立合适的生活目标，克服成长中的障碍，调整自己行为，增强社会适应，做出明智的抉择，充分发挥自己的潜能。学校心理辅导与心理咨询、心理治疗、心理教育有紧密的联系和明确的区别，它既具有心理咨询、心理治疗的某些成分，又具有心理教育的某些功能，但亦有起独特的性质、功能和要求。学校心理辅导在国外已有近百年的历史，相对发展比较成熟。对我国而言，香港台湾的起步较早，经验丰富，为心理辅导在大陆的开展提供了有益的启示。我国大陆的心理辅导起始于上个世纪的80年代，由大学和中学发轫，自90年代开始逐步渗入小学、甚至幼儿园，伴随着传统教育的改革、素质教育的引入，再加上世纪之交的社会大变革给人们心理所带来的巨大冲击，学校心理辅导的全面引入和开展理所必然。学校心理辅导的逐步推广必然要求理论工作者和实践工作者共同努力，在理论建设和操作思路上能够提供某种具有普遍指导意义的体系。学校心理辅导模式即是体现某种心理辅导理念、目标定向、辅导过程、辅导原则和方法的、促进心理辅导功能发挥的一整套操作思路。学校心理辅导模式主要应该回答三个问题：谁应接受辅导；为什么要进行辅导；怎样进行辅导?学校心理辅导模式应该符合三个标准：一要涵盖理论和实践两个方面；二要包括规定着辅导的基本属性的组成要素；三要各组成要素之间存在内在联系或具有内在一致性。在梳理国内外的心理辅导理论和原则的基础上，在总结国内外学校心理辅导模式的基础上，笔者以我国小学、幼儿园为对象的儿童心理辅导为题，构建适合我国儿童心理辅导的教育渗透·自我成长的儿童心理辅导模式。该模式以人本主义的人性观和发展动力理论为哲学基础，以现代教育追求人本化的价值取向要求发展人，特别是发展人的潜能和人格、提高人的价值为教育学基础，以儿童心理发展理论为心理学基础。该模式以学生自我成长与发展为主旨，回应学校心理辅导和现代教育的双重要求，又与学校教育本质相容，因而不仅具有理论价值且在实践上也具有可行性。其主要内容有：在教学目标的设计上融入学生心理成长、人格健康发展的内容，在教学过程上，吸取心理辅导的技术，讲究自然渗透于融入，教学要求具体，重视师生关系、同伴关系的影响；在教学策略上，强调渗透的有机性、适当性、灵活性；在教学管理模式上，强调营造良好的教学心理氛围；在教学过程上，强调建立有效的规划，加强反馈，以肯定为主，奖惩得当；在对特定学生、特定问题的处理上，既机智又尊重学生。该模式的实施要求教师要树立现代教学理念，建立和谐合作的师生关系，掌握一定的心理辅导知识技能，相应领导及组织机构的支持，改变现有的教育评价体系。有关教育渗透·自我成长的儿童心理辅导模式理论上可行，实践上的效果与可行性有待研究。笔者以教育实验为主，辅之以录像观察法、测量法、个案法选择上海一所小学和幼儿园做实验试点，采取教师培训(共10个主题、13次以上的活动)和教师心理支持两大途径，以教师教育教学策略及水平、学生个案处理、教师专业成长、儿童行为量表(CBCL)、学生全方位成长等为依据检测实验干预前后学生和教师双方的变化水平。结果显示，实施该模式的教育干预实践是有效的，显著降低儿童问题行为发生水平，个案学生亦获得显著。同时教师的教育教学策略和水平有效提高，教师亦获得专业成长。同时，对教育渗透·自我成长的儿童心理辅导模式的实施应关注以下因素：学校领导及其办学思路上的开放性，学校教师团队的开放与合作性，教师对学校心理辅导的兴趣和准备状态，以及学校教育评价体系从追求升学率到追求全人发展的转交。因此，全面实施和推广教育渗透·自我成长的心理辅导模式还需要仔细评估学校的条件与氛围。学校心理辅导的实施已经成为理论工作者和实践工作者的共识。对学校心理辅导模式的探索会随着实践的发展而发展。也许，没有一种万能的模式存在，只有一种更贴切地呼应实践需要的更好的模式，而这，是理论工作者的职责所系。更多还原

【Abstract】 School psychological guidance (or abbreviated as School guidance) refers to those efforts, that is, in a new kind of constructive interpersonal relationship, school guiders use their professional knowledge and skills to offer students necessary help and services; to help students know themselves accurately, understand the environment, set up appropriate goals, and overcome the barriers in the process of growth; and to help them adjust their behaviors, improve their adaptation, make wise choices, and fully realize their potentials. School psychological guidance has close relationship but clear distinguish with psychological counseling, therapy, and education; it shares some elements of psychological counseling and therapy, and some functions of psychological education. However, it has its unique nature, functions and demands.School psychological guidance has its history of over 100 years abroad, and has been comparatively well-developed. As to our country, Hong Kong and Tai Wan has introduced school guidance into their education systems earlier, and has gained rich experience, which is quite meaningful to the development of school guidance in mainland. School guidance in mainland started to appear in 1980’s, first shown itself in higher and middle schools, and since 1990’s began to be introduced into elementary schools and even preschools. With the reform of traditional education, the introduction of quality education, and the great impact to people’s minds caused by the dramatic changes in the exchanges of centuries, it is essential for school psychological guidance to be widely introduced and practiced.School psychological guidance’s wide practice demands the co-efforts of theory workers and practice workers, to provide some kind of general systems of directions for theory constructions and daily practice. The model of school psychological guidance is set of directions, which embodies certain concepts, goals, processes, principles and ways of psychological guidance and help it to exert its functions. The model of school psychological guidance should answer following three questions mainly: who should be guided, why he or she should be guided, and how he or she could be guided? The model of school psychological guidance should meet three standards: 1. it should cover the two areas of theory and practice; 2. include key elements which determine the basic nature of guidance; 3. and have inner connections or inner congruence between those ingredients. On the basis of theories and principles and models of domestic and abroad psychological guidance, this thesis concentrates on the topic of children psychological guidance whose target subjects are students from elementary and preschools, and develops an education penetration · self-growth model which is suitable for Chinese children. This model found its philosophical basis on person-centered view of human nature and the theories of developmental dynamics; its educational basis on the values of modern person-centered education which strives to help children grow, especially to realize their potentials and to make their personalities more mature; its psychological basis on the theories of children psychological development. This model aims at students’ self-grow and development as its main purpose, responding to the bi-demands of school psychological guidance and modern education, and consistent with the nature of education; so that it not only has its theoretical values but is feasible in practice. Its main contents include: on the goal-setting, mental growth and the health development of personality are included; on the process of education, the skills of psychological guidance are absorbed, striving to penetrate naturally, with concrete educational demands, and valuing the impact of the relationships of teacher and students as well as the relationships of peers; on the strategies of education, the accessibility, suitability and flexibility of the penetration are valued; on the models of management of education, establishing a good psychological atmosphere of education is highlighted; on the process of education, it is important to set up effective plans, strengthen feedbacks, prefer affirmations, and make suitable positive and negative responses. As to certain students and certain problems, teachers need to be flexible and respect students. This model’s implementation asks teachers to set up concepts of modern education, to build up harmony relationship with students, to master certain knowledge and skills of psychological guidance, and ask the support of corresponding leaders and institute to change the current evaluation systems of education.The model of education penetration · self-growth of children’s psychological guidance needs further researches to prove its feasibility on theory and practice. This thesis mainly uses educational experiments, with the help of the methods of video observation, measurement, and case study, to make the choice of an elementary school and preschool of Shanghai as the experimental basis, conducting two experimental efforts of teachers’ training (10topics and over 13 activities) and psychological support for teacher, with educational strategies and levels of teachers, case handling of students, the professional development of teachers, CBCL measurement, and students’ overall growth as indicators to compare the levels of pre and after interventions. The results indicate that the practice of this model of educational intervention is effective, with significant lower levels of children’s problematic behaviors and significant growth of case students. Meanwhile, the strategies and levels of teachers’ education are improved, and professional development is clear.Moreover, during the implementation of the model of education penetration · self-growth of children’s psychological guidance, following factors should be considered: school leaders and their openness on the concept of education, the openness and cooperation of school’s teacher team, teachers’ interest and readiness to school psychological guidance, and the divert of school’s educational evaluation system from aiming at graduating rates to the growth of whole person. In this sense, it still needs careful assessment on school’s conditions and atmosphere before the implementation and widespread of the model of education penetration · self-growth of children’s psychological guidance.The necessity of school psychological guidance has been the commonsense of theory workers and practice workers. The research of school psychological guidance will evolve as the practice goes on. Maybe, there does not exist a skeleton-key model, but only a better model more suitable to the needs of practice. And this, is the responsibility of theory workers.更多还原