学校心理健康教育模式的“科学困境”及审美转向

发布时间：2018-01-12 10:31

本文关键词：学校心理健康教育模式的“科学困境”及审美转向　出处：《内蒙古师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：本研究对学校心理健康教育模式的审美性这一课题,从背景分析、理论基础、实践困惑、模式建构等方面进行了阐述。一、以学校心理健康教育审美取向的基础上,分析了当前学校心理健康教育中存在的问题及其表现。教育部2012年修订颁布的《中小学心理健康教育指导纲要》从科学与艺术、人文维度,以指导思想、基本原则、目标和任务以及实施途径等方面提出了学校心理健康教育的审美转向。然而在现实的学校心理健康教育中存在着与此相悖的科学与艺术“二律背反”现象和问题。即学校心理健康教育过于专业化倾向和过于人文化倾向的悖论现象。要破解学校心理健康教育中存在的“二律背反”问题,应以美学理论为基础,以审美视点来构建学校心理健康教育模式。纵观现行的学校心理健康教育研究,对其审美属性所作的分析和研究是极为不够的,很少有这方面的系统论述,即便涉及一些美的因素也往往是点缀,并没有提升到审美的高度加以深刻思考。对学校心理健康教育性质的全面认识来看,忽视审美维度,很难达到全面的把握和理解。在学校心理健康教育科学性与艺术性和谐统一的基础上,细致阐发了学校心理健康教育模式的审美内涵。学校心理健康教育活动既是一种教育科学指导下的科学活动,又是一种依赖于教育者教育艺术的艺术活动。学校心理健康教育活动是科学还是艺术的问题,实际上代表了两种不同的研究旨趣或思维取向,二者各有自身的优势也有各自的不足。而学校心理健康教育的审美设计是超越科学活动和艺术活动,旨在充分发挥学生的聪明才智,追求学生的自由和创造性,即按照美的规律塑造外部世界,也按美的规律塑造学生自身。在教育活动中体现真善美的和谐统一,认知和情感的和谐统一。其学校心理健康教育模式审美性的特征表现在和谐性、创造性、个性、自由性、超越性、情感性以及形象性等方面。三、在学校心理健康教育审美性的理论基础上,论述了审美模式构建的必要性、可能性和可行性。对学校心理健康教育审美认识的理论基础,具体以需要、可能以及可行等三个范畴作了分析。全面发展教育理论、科学人本主义理论、真善美伦理学理论、积极心理学理论为学校心理健康教育审美性提供了理论基础,为实现学校心理健康教育的审美转向具有重要的指导意义。全面发展教育理论为学校心理健康教育审美转向提供了教育学基础；科学人本主义为学校心理健康教育审美转向提供了哲学基础；真善美相统一观为学校心理健康教育审美转向提供了伦理学基础；积极心理学为学校心理健康教育审美转向提供了心理学基础。四、对学校心理健康教育模式实施中存在的问题进行了分析,并对学校心理健康教育模式的审美建构及发展趋向进行了反思与展望。学校心理健康教育的理论基础,为实现科学与艺术(人文)相和谐的审美性提供了坚实的基础,但是,在学校心理健康教育的实践中出现过于科学化,而遮蔽艺术性(人文性)的“科学困境”现象和问题。目前在我国实施的学校心理健康教育模式有专题讲座模式,心理健康咨询(辅导)模式,定期心理健康咨询、治疗模式,学科教学、班主任工作、德育渗透模式,校园文化活动的教育模式。这些模式不同程度地表现出科学化的问题,如医学化、功利化、技术化、专业化、非人性化、共性化、一元化等问题。由此导致学校心理健康教育中“科学困境”。具体表现在“医学模式与教育模式”、“专业模式与素质模式”、“教学模式与活动模式”之间的矛盾问题。这些矛盾的和谐统一依赖于学校心理健康教育模式的审美转向。五、在归纳分析学校心理健康教育模式理论依据和实践基础上,对学校心理健康教育模式审美性建构进行了讨论。学校心理健康教育模式中审美理论的引入迫切要求实现科学性与艺术性相和谐统一的审美性转变,但是在学校心理健康教育实践中过于科学化,则遮蔽了艺术性。为实现科学性与艺术性相和谐统一的审美目标,应重新构建学校心理健康教育模式。具体表现在学校心理健康教育内涵和外延的审美拓展、理论基础的审美扩展、教育目标中导入审美因素、教育内容中渗透审美元素、教育过程实现审美化、教育策略提升审美品格、教育评价突显审美维度。
[Abstract]:In this study, the aesthetic quality of the school mental health education model is discussed from the background analysis, the theoretical basis, the practical puzzles and the pattern construction.
First, on the basis of the aesthetic orientation of school mental health education, the existing problems and their performance in the current school mental health education are analyzed.
In 2012 the Ministry of Education issued the revised "primary and secondary school mental health education guidelines > from science and art, humanistic dimension, with the basic principle of the guiding ideology, objectives and tasks and approaches put forward the Aesthetic Turn of mental health education in schools. However, in the reality of the school mental health education in science and art" contrary to this two antinomy "phenomenon and problems. The paradox that mental health education in schools is too professional tendency and cultural tendencies to people too. There are school mental health education to crack the" two antinomy ", should be based on the aesthetic theory, aesthetic view to construct the school mental health Education Study on the mode of psychological health education of the school. Throughout the current, analysis and study of the aesthetic property is extremely not enough, there is little systematic discussion in this regard, even involving some beauty Factors are often embellished, and have not been promoted to the height of aesthetics. We must have a comprehensive understanding of the nature of school mental health education, and ignore the aesthetic dimension, so it is difficult to achieve a comprehensive grasp and understanding.
On the basis of the harmony and unity of the scientific and artistic quality of the school mental health education, the aesthetic connotation of the school mental health education model is elaborated.
Activities of psychological health education school is an educational science under the guidance of the scientific activities, is also a kind of education depends on the education of art activities. Activities of psychological health education in schools is science or art, actually represent two different research purport or thinking orientation, two each of them has its advantages have their shortcomings. And the aesthetic design of mental health education in schools is beyond scientific activities and art activities, in order to give full play to students' ability and cleverness, the pursuit of freedom and creativity of students, in accordance with the laws of the United States to shape the external world, according to the laws of the United States to shape their own. The harmony and unity of truth goodness beauty in educational activities harmony, unity of emotion and cognition. The characteristics of the school mental health education model of aesthetic performance in harmony, creativity, individuality, freedom, transcendence, emotion and image And so on.
Three, on the basis of the aesthetic theory of school mental health education, the necessity, possibility and feasibility of the construction of aesthetic mode are discussed.
The theoretical basis for mental health education aesthetic understanding, specific to the needs and feasible three categories are analyzed. The comprehensive development of education science theory, humanism theory, beauty ethics theory, positive psychology theory provides a theoretical basis for the psychological health education of the school aesthetic, has important guiding significance as to the realization of aesthetic mental health education in schools. The comprehensive development provides the basis of education theory of education for the school psychological health education aesthetic turn; scientific humanism for the school psychological health education to provide the philosophical basis of aesthetic beauty; unity view provides ethical foundation for mental health education in schools to provide aesthetic psychology; based on the positive psychology for the school mental health education and aesthetic turn.
Four, the problems in the implementation of school mental health education mode are analyzed, and the aesthetic construction and development trend of school mental health education mode are introspection and prospect.
The theoretical basis of school mental health education, for the realization of science and art (Humanities) provides a solid foundation, aesthetic harmony but too scientific in the practice of mental health education in schools, and cover art (Humanities) "scientific difficulties" phenomenon and problems. At present there are lectures model in the mode of mental health education in schools in China, mental health counseling (counseling), regular mental health consultation, treatment, teaching, class work, moral education, campus cultural activities education mode. These modes show different scientific problems, such as medicine, utilitarian. Technical, professional, impersonal, common, unified and so on. Thus the school mental health education in the "scientific dilemma." embodied in the "medical model and education mode", "professional mode and plain The contradiction between "quality mode" and "teaching mode and activity mode". The harmony and unity of these contradictions depend on the Aesthetic Turn of school mental health education mode.
Five, on the basis of the theoretical basis and practice of the school psychological health education model, the aesthetic construction of the school mental health education model is discussed.
The introduction of the aesthetic theory model of mental health education in schools is urgent to realize scientific and artistic harmony aesthetic transformation of unity, but in the practice of mental health education in schools is too scientific, is obscured the art. As the aesthetic goal of scientific and artistic harmony unity, we should reconstruct the school psychology the mode of health education. The aesthetic expansion in the connotation and extension of school mental health education, the theoretical foundation of the aesthetic, aesthetic factors into the educational goal, infiltration of aesthetic elements in the contents of education, the education process to achieve aesthetic education, strategies to enhance the aesthetic character, highlighting the aesthetic dimension of educational evaluation.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G441

【参考文献】