淺談幼兒園心理健康教育中師源性問題和對策

淺談幼兒園心理健康教育中師源性問題和對策

摘要:隨著我國市場經(jīng)濟(jì)的發(fā)展和家庭結(jié)構(gòu)的變化，更多的人們逐漸意識到幼兒心理健康教育的重要性，并得到各有關(guān)方面的關(guān)注，大家普遍認(rèn)為，現(xiàn)在幼兒的心理健康狀況急需改善，這對家庭、學(xué)校、社會及兒童本身都有著重大的意義。作為教師，只有樹立正確的教育觀念，持之以恒，對幼兒實(shí)施正確的心理健康教育，才有益于幼兒健康心理的形成，為幼兒擁有健康、幸福的人生奠定基礎(chǔ)。因此本文理論結(jié)合實(shí)踐，對幼兒園心理健康教育中師源性問題進(jìn)行了研究，并提出了相關(guān)對策和建議：一是應(yīng)加強(qiáng)師資建設(shè)，提高教師心理健康教育水平；二是應(yīng)創(chuàng)設(shè)良好環(huán)境，使幼兒保持積極的情緒；三是應(yīng)明確教育重點(diǎn)，以“健康自我”的培養(yǎng)目標(biāo)為核心；四應(yīng)對幼兒實(shí)施個別輔導(dǎo)；五應(yīng)對孩子多鼓勵，培養(yǎng)其自信心；六應(yīng)有針對性的制定心理健康教育的目標(biāo)與內(nèi)容。

關(guān)鍵詞：幼兒園；心理健康教育；師源性；

Abstract：With the development of our market economy and the change of family structure, more and more people have realized the importance of infant mental health education, and by the relevant aspects of attention, everybody thinks generally, now children's psychological health status in urgent need of improvement, the family, school, society and the children themselves are of great significance. As a teacher, only to establish the correct educational ideas, persevere, for the implementation of early childhood correct mental health education, to help the children's healthy psychology the formation, for the children have a healthy, happy life lay the foundation for. Therefore, combining theory and practice, on the mental health education in kindergarten normal school source problems were studied, and put forward the relevant countermeasures and suggestions: first, we should strengthen the construction of teachers, improve teachers psychological health education level; second, should create a good environment, to enable children to maintain positive mood; third, should make clear education focus," health self " develop a target as the core; fourth, deal with the implementation of early childhood individual counseling; fifth, the children respond to encourage, develop their self-confidence; sixth, should be targeted to develop mental health education goal and content.

Key  words: Kindergarten; psychological health education; teacher originated;

目錄

一、前言3

（一）研究背景3

（二）本文研究的意義3

二、我國幼兒園心理健康教育的現(xiàn)狀4

（一）基本涉及到了自我認(rèn)知、自我情感體驗(yàn)和自我調(diào)控4

（二）開始重視發(fā)展幼兒健康的人際關(guān)系，維護(hù)幼兒的心理健康4

（三）教學(xué)目標(biāo)和內(nèi)容的設(shè)置基本貼近幼兒的生活4

（四）目標(biāo)和內(nèi)容的設(shè)置表現(xiàn)出協(xié)同性的特點(diǎn)4

三、存在的問題5

（一）幼兒園心理健康教育的理論常與實(shí)踐相脫離5

（二）教師的言語不恰當(dāng)5

（三）幼兒心理健康教育選取的內(nèi)容太過寬泛，缺少重點(diǎn)6

（四）幼兒園心理健康教育實(shí)施過程中德育化的傾向6

（五）對幼兒教師的心理健康問題重視不足6

四、相關(guān)建議6

（一）加強(qiáng)師資建設(shè)，提高教師心理健康教育水平6

（二）創(chuàng)設(shè)良好環(huán)境，使幼兒保持積極的情緒7

（三）明確教育重點(diǎn)，以“健康自我”的培養(yǎng)目標(biāo)為核心7

（四）對幼兒實(shí)施個別輔導(dǎo)8

（五）對孩子多鼓勵,培養(yǎng)自信心8

（六）制定心理健康教育的目標(biāo)與內(nèi)容9

參考文獻(xiàn)11

致謝12