|本期目录/Table of Contents|

[1]俞国良 邵 蕾.中职学校心理健康教育效能的认知与评价:多主体视角[J].清华大学教育研究,2023,(04):80-90.
 YU Guo-liang SHAO Lei.The Perceptions and Evaluations of the Effectiveness of Mental Health Education in Secondary Vocational Schools: A Multi-Stakeholder Perspective[J].TSINGHUA JOURNAL OF EDUCATION,2023,(04):80-90.
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中职学校心理健康教育效能的认知与评价:多主体视角
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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:
期数:
2023年04期
页码:
80-90
栏目:
教育改革与发展
出版日期:
2023-08-20

文章信息/Info

Title:
The Perceptions and Evaluations of the Effectiveness of Mental Health Education in Secondary Vocational Schools: A Multi-Stakeholder Perspective
作者:
俞国良1 邵 蕾2
1.中国人民大学 心理研究所;2.中国人民大学 教育学院
Author(s):
YU Guo-liang1 SHAO Lei2
1.Institute of Psychology, Renmin University of China; 2.School of Education, Renmin University of China
关键词:
中职学校心理健康教育效能学生教师管理者
Keywords:
secondary vocational school the effectiveness of mental health education students teachers administrators
分类号:
G441
文献标志码:
A
摘要:
为全方位了解中职学校心理健康教育效能的发展现状,我们对全国20个省市的82所中职学校的62632名中职学生、1714名专兼职教师和439名管理者进行了问卷调查,比较了学生、教师和管理者三个主体在制度建设、课程建设、机构建设和师资队伍建设四大要素上对心理健康教育效能的认知与评价。结果发现:(1)在制度建设上,管理者的评价明显优于学生和教师,但三个主体均认为心理健康制度建设的水平较低;(2)在课程建设上,表示学校已开设心理健康课程的学生和教师比例均低于管理者约二成,对教学形式多样性评价较高的教师占比为44.2%,管理者占比为96.4%;(3)在机构建设上,三个主体的评价基本一致,认为学校设置心理咨询室等基础设施的主体比例约为八至九成,认为心理辅导与咨询效果良好的占比为七成左右;(4)在师资队伍建设上,约有七成左右的学生和管理者对心理健康教师的专业能力给予较高评价,明显高于教师的自我评价,但心理健康教师的晋升机会在教师和管理者的评价中均处于最低位。由此说明,不同主体对学校心理健康教育效能的评价存在出入,分析主体间的认知差异将有助于发现问题,提升效能。未来中职学校心理健康教育工作应大力促进不同主体与要素间的最优配合,突出管理者在制度建设上的领导力优势,积极听取学生和教师的需求与建议;促进学生与教师在课程教学中的相互协作,学生善学,教师善教;深化心理健康机构的内在目标,追求教育效果提升而非硬件基础设备;鼓励教师把握培训机会,关注自身专业成长,内外兼修。
Abstract:
To examine the effectiveness of mental health education in secondary vocational schools in an all-round way, we conducted a questionnaire survey on 62,632 students, 1,714 teachers and 439 administrators in 82 secondary schools in 20 provinces and cities across China. We compared the perceptions and evaluations of the effectiveness of mental health education by three groups of stakeholders (students, teachers and administrators) in four major elements (system construction, curriculum construction, institution construction and teaching staff construction). The results found that: (1) In terms of system construction, the evaluation by administrators was significantly better than that of students and teachers. But all three groups thought that the level of mental health system construction was low. (2) In terms of curriculum construction, the proportion of students and teachers who knew that the school had offered mental health courses was lower than that of administrators by about 20%. The proportion of teachers rating high regarding the diversity of teaching forms was 44.2%, and the proportion of administrators was 96.4%. (3) In terms of institution construction, the evaluation of the three groups was basically the same. The percentage of respondents who agreed that the school had infrastructure such as a psychological counseling room was about 80% to 90%. The percentage of those who thought that psychological counseling was effective was about 70%. (4) In terms of teaching staff construction, about 70% of students and administrators gave a high rate on the professional ability of mental health teachers, which was significantly higher than teachers’ self-evaluation. Both the teachers and administrators gave the lowest rate on the promotion opportunities of mental health teachers. These findings show discrepancies in the evaluation of multiple elements of school mental health education effectiveness by different stakeholders. It is beneficial to analyze the cognitive differences between stakeholders to identify problems and improve effectiveness. In the future, mental health education in secondary vocational schools should vigorously promote the optimal cooperation between different stakeholders and elements: highlighting the leadership advantage of administrators in system construction, actively listening to the needs and suggestions of students and teachers; promoting mutual collaboration between students and teachers in course teaching, to improve student learning and teacher teaching simultaneously; deepening the intrinsic goals of the mental health center, pursuing educational effect enhancement rather than hardware infrastructure equipment; encouraging teachers to grasp training opportunities, focusing on their professional growth and development both internally and externally.

相似文献/References:

[1]俞国良靳娟娟.我国中职学校心理健康教育状况分析:来自调研的证据[J].清华大学教育研究,2021,(02):48.
 YU Guo-liangJIN Juan-juan.An Analysis of Mental Health Education in Secondary Vocational Schools in China: Evidence from Investigation[J].TSINGHUA JOURNAL OF EDUCATION,2021,(04):48.

更新日期/Last Update: 2023-08-20