【作者】 姚俊；

【导师】 胡东芳；

【作者基本信息】 华东师范大学 ， 公共管理， 2009， 硕士

【副题名】基于浦东新区所辖中学的调查分析

【摘要】 本研究针对浦东新区中学专职心理教师兼任班主任的角色冲突问题进行剖析,调查分析了浦东新区中学专职心理教师兼任班主任的角色冲突问题的现状,比较了专职心理教师与其他学科教师在兼任班主任时的优劣,探究了专职心理教师兼任班主任的角色冲突的成因,并基于社会心理学中的角色理论从普适性与针对性两方面提出了相应的对策和建议。研究中发现,中学专职心理教师与班主任在角色的工作性质、角色的工作目标、角色的工作职责与任务、角色的工作对象以及角色的工作方法上均存在一定程度的相似与差异。六成以上的专职心理教师有5年以上的工作经历,但仅有14.29%的人有4年以上的班主任工作经历。目前仅有三成不到的专职心理教师评上了中学一级以上职称。有将近九成的专职心理教师不愿担任班主任工作,同时只有不到四成的心理教师认为自己能够胜任班主任工作。有超过九成的专职心理教师认为专职心理教师与班主任存在角色冲突,而只有两成多的专职心理教师认为专职心理教师适宜兼任班主任。教师在看待专职心理教师是否适宜兼任班主任时意见尚不统一。研究剖析了引起两者角色冲突的原因主要有:(1)两者角色的实然差异造成角色冲突;(2)专职心理教师与其他学科教师兼任班主任的差异;(3)教师个体难以适应角色的变化;(4)外部环境对专职心理教师的曲解。针对专职心理教师兼任班主任的角色冲突问题及形成原因,本文一一提出了相应的对策和建议。在普适性对策方面,本文提出了(1)社会层面:树立正确的教师观,提高对心理教育工作的认识度;(2)教育行政层面:保障专职心理教师能够最大限度的开展工作,切实加强中小学班主任队伍建设,充分发挥团队组织的优势,修改职称评审文件规定条件,在区、署级层面创设沙龙活动;(3)学校层面:力保学校专职心理教师有效开展学校心理健康教育,加强班主任的心理健康教育知识和技能的培训与学习,多给专职心理教师创设副班主任工作的机会。在针对性对策方面,本文提出了(1)从排斥到接纳:辩证看待角色冲突问题,积极调整自身心态应对挑战;(2)化弊端为优势:将日常管理工作与心理健康教育有机结合,多在班级管理中运用心理学理论和技巧;(3)变阻力为动力:不断学习班主任角色,主动交流,互通有无;(4)由年轻到成熟:积极投入角色参与,增强自身素质,积极走向成熟。更多还原

【Abstract】 In this study, the Pudong New Area of secondary school teachers in mental counselor with class teacher role of the psychological problems of conflict analysis to investigate the analysis of the Pudong New Area, a mental counselor with class teacher role of the psychological conflict of the status quo, comparing mental counselors and other subject teachers in the part-time, when the class teacher the pros and cons, explore a full-time teachers, part-time class teacher of psychological causes of role conflict, and based on the role of theory in social psychology from the universal and targeted two put forward the corresponding countermeasures and suggestions.Study found that mental counselors and the class teacher in the role of psychological nature of work, roles, work objectives, roles, work responsibilities and tasks, roles and work objects, as well as the role of the working methods of a degree on both the similarities and differences. About 60% of mental counselors have more than five years of work experience, but only 14.29% of the people of the class teacher for more than four years of work experience. There have only less than 30% of the teachers currently assessment are at the secondary level or above on the title. Nearly 90% of the mental counselors have an unwilling to the class teacher work, while only less than 40% of the psychology teachers think that their class teacher role is capable of work. More than 90% of the mental counselors think that teachers and class teachers there is the psychological role conflict, and only two into the number of mental counselors considered suitable for part-time class teacher full-time psychology teacher. Full-time teachers are to look at the psychological suitability of part-time class teacher when the teacher was not a unified opinion. The research analyzed has caused both role conflict reasons mainly to have: (1) From difference to conflict. (2)The mental counselor holds a concurrent post of class teacher difference with other discipline teacher. (3) The teacher individual adapts the role change with difficulty. (4)External environment to the mental counselor’s misinterpreting.Held a concurrent post of class teacher’s role conflict question in view of the mental counselor and forms the reason, this article proposed the corresponding countermeasure and the suggestion. In the universality countermeasure aspect, this article proposed (1) the social stratification plane: Sets up the correct teacher view, enhances recognizes the insight and magnanimity to the psychology educational work; (2) educational administration stratification plane: The safeguard mental counselor can the development work maximum limit, strengthen the elementary and middle school class teacher troop construction earnestly, displays the superiority which fully the team organizes, the revision title appraisal document rated conditions, in the area, bureau the level stratification plane establishes Salon to move; (3) school stratification plane: Protects the school mental counselor to carry out the school psychologically healthy education effectively, strengthens teacher in charge’s psychologically healthy pedagogical knowledge and skill training and the study. In the pointed countermeasure aspect, this article proposed (1) from the repel to the admission: The dialectical regarding role conflict question, adjusts own point of view to deal with the challenge positively; (2) the malpractice is the superiority: Current management work and psychologically healthy education organic synthesis, many, in the class and grade manages utilizes the psychology theory and the skill; (3) changes the resistance is the power: Studies the class teacher role unceasingly, the initiative exchange, helps supply each other; (4) from young to mature: Puts into the role participation positively, strengthens own quality, the positive trend is mature.更多还原