初中生积极心理品质培养研究

*张冲1,2**(1.北京师范大学发展心理研究所,北京,100875;2.中央教育科学研究所心理与特殊教育研究中心,北京,100088),:,,B849!∀(2010-2020),,,,,,,,,,,,,,,,,,,[1],,,,,,1,,!∀!∀!∀!∀,2002!∀,,,,,,,,,,,,,,,[2]11121415,,*(:FBB060244)2008(:GY200824)**,,,:E-mail:[e-mail]!∀201011(125)ChineseJournalofSpecialEducation(Monthly)11thIssue,2010(SerialNo.125),,,,,,,,,2,!∀,15,()()()()()()[13],2008,,[4]2.12009,!∀8307,3004,2822,2136,345;4226,4081,(1),:;:(2),,;,;,(3),;;;;,;2.2(),,,,,1029,1007,1007(),12.87,(2)()();()(3)()(),[5]2.3,2008,2142,,15,15,[6]3,,,,,,,,#30#!∀201011(125),3.1,,,,,,,,,;,,,,,,,,,,,,3.2,,,,,,[7]3.3,,,,,,23.5%,28.3%,26.8%,21%[8],Berndt,,[9-10],;Berndt3-12,[11],,,,3.4,,,,,[12];;,,,[13],,,,,,,3.5,,,,[16],,,,,3.6,,,,,,;;,[17];,,#31#,,,3.7,,,,(13-18),,,,,[18];,,,,3.8,,,,,,,,,,[19],,,,[20];,3.9[21],,,15,,,,4,,,4.1,,,;,,,;;4.2,,,,,,,,,,4.3,,,,,!∀,,;#32#!∀201011(125),();,,;,,,4.4,()[22],,,[23],,,,4.5!∀,21,,;,;;;,4.6,,,,,,,,:,,,,;,;,;:,[24]5,,5.1:,,,5.2:,,5.3:(1),:,,,;,,,,(2),:∃∃∃?,,,,,∃∃∃,,,,,,,,,,,,:?云云这两天正在和妈妈冷战,而妈妈的态度也很冷淡家里连续几天的低气压终于让爸爸忍不住了,他召开家庭会议,希望妈妈和云云好好沟通于是云云气鼓鼓地道出了原委原来几天前云云吃完晚饭后回到自己的房间做作业,忽然发现妈妈急匆匆地神情不太自然地从自己房间走出来云云心里奇怪,回房间一看,发现她的日记被人动过了那里面,记录了云#33#云喜欢的一个男孩子的点点滴滴云云觉得自己的隐私被严重侵犯了,于是就和妈妈打起了冷战妈妈则伤心地表示,自从上了初中以后,云云不再和妈妈分享自己的心事了,渐渐地和妈妈疏远了妈妈想看云云的日记,是想知道云云的生活中都发生了什么重要事情,是想保护云云但实际上,尽管妈妈那天有机会看也很想看云云的日记,最终她并没有看云云的日记她希望有一天云云能主动和妈妈说说她心中的秘密于是母子二人重归于好,,,:,,??,,,,:,,,,(1):,,,(2):,,,,,,(3):,??????,,,(,)5.4,5.5,,,,1陈虹.大力推进积极心理健康教育∃∃∃访积极心理健康教育模式创始人孟万金教授.中小学心理健康教育,2007,17:7-92孟万金.论积极心理健康教育.教育研究,2008,(5):41-453官群,孟万金,JohnKeller.中国中小学生积极心理品质量表编制报告.中国特殊教育,2009,(4):70-874王新波.中国中小学积极心理品质数据库建设新进展.中国特殊教育,2010,(4):91-945张静,张冲,官群.四川地震灾区中小学生积极心理品质调查研究.中国特殊教育,2009,(12):65-706余晓灵,孙燕,王新波.中学生积极心理品质培养内容的序列化研究∃∃∃以北京市第十九中学学生调查问卷为例.中国特殊教育,2009,(12):71-777朱智贤.中国儿童青少年心理发发展与教育.北京:中国卓越出版公司,19908黄煜峰,雷厉.初中生心理学.杭州:浙江教育出版社,1993.2089BerndtTJ.Friendshipqualityaffectsadolescentsself-esteemandsocialbehavior.InW.Hartup(Ed.),Thecompanytheykeep:friendshipduringchildhoodandadolescence.NewYork:CambridgeuniversityPress,1996.346-36510LarsonRW,RichardsMH.Dailycompanionshipinlatechildhoodandearlyadolescence:changingdevelopmentalcontexs.ChildDevelopment,1991,62:284-30011BerndtTJ.Developmentchangesinconformitytopeesandparents.DevelopmentPsychology,1979,15:608-61612171920杨丽珠.儿童心理学纲要.北京:社会科学文献出版社,1996.424;408;434;43613符丕盛,蒋兆灿,津玉进.少年自我意识发展的特点.心理学探新,1989,(3):50-5616杨善堂.初中学生自我意识发展特点的研究.心理发展与教育,1990,(1):9-1618朱智贤.中国儿童青少年心理发展与教育.北京:中国卓越出版公司,199021卢德平.青少年领导力的萌芽和形成.中国青年研究,2008,(5):10-1522HarrisJR.Thenurtureassumption:whychildrenturnoutthewaythedo.NewYork:Freepress,1998.200023PakerJG,AsherSR.Peerrelationsandlateradjustment:arelow-acceptedchildrenatrisk.PshchologyBulletin,1987,102:357-38924张冲,孟万金.国内外中小学心理健康教育模式述评.中国特殊教育,2006,(3):34-37(下转第69页)#34#!∀201011(125)HelpingStudentstoCreatePositivePsychologyThroughtheWakeupEducation∃theApplicationofProf.MengWanjinledPositiveMentalHealthEducationinVocationalSchoolsCUIZhiwuZHAOFengying(1.ShulanCityVocationalHighSchool,Shulan,132600;2.ShulanCityNo.7HighSchool,Shulan,132600)AbstractUndertheguidanceofthetheoryofpositivementalhealtheducation,theShulanCityVocationalHighSchoolhasconductedthewakeupeducationandraisedtheguidingprincipleofselfrestraint,emotionalpull,guidancebymodels,correctionthroughmotivation,andtargetdesigning.Thespecificmeasuresareasfollows:(1)creatinganenvironmentofwakeupeducation;and(2)buildinganappropriateconnectionbetweenthewakeupeducationandthespecificwork.Asaresult,thewakeupeducationhasachievedthefollowingremarkableresults:(1)eliminatingalargenumberofstudents%inferioritycomplex,helpingthemestablishtheirselfconfidence,andinspiringthemwiththecouragetostartafreshandtheinterestinlearning;(2)enhancingtheirsenseofloveandresponsibility;and(3)removingsocialdoubtsastovocationalhighschools.Keywordsvocationaleducationpositivementalhealtheducationwakeupeducation(:)(上接第34页)OntheCultivationofJuniorHighSchoolStudents%PositivePsychologicalCharactersZHANGChong(1.InstituteofDevelopmentalPsychology,BeijingNormalUniversity,Beijing,100875;2.DepartmentofPsychologyandSpecialEducation,ChinaNationalInstituteforEducationalResearch,Beijing,100088)AbstractThecultivationofjuniorhighschoolstudents%positivepsychologicalcharactersremainsthecoretaskofjuniorhighschoolstudents%positivementalhealtheducation.BasedonthecharacteristicsofChina%sjuniorhighschoolstudents%physiologicalandpsychologicaldevelopment,aswellasthecurrentdevelopmentofthesestudents%positivepsychologicalcharacters,thisarticlecomesupwiththefollowingninepositivepsychologicalcharacters,ofwhichthetrainingmustbereceivedbyjuniorhighschoolstudents:love,belief(plushopefulness),friendliness,modesty,perseverance,creativity,sincerity,tolerance,andleadership.Inconclusion,thearticlegivesfivestrategiesforthecultivationofhighschoolstudents%positivepsychologicalcharacters,aswellassomecasesonthecultivationofloveinlinewiththeparentchildrelationshipduringadolescence.Keywordsjuniorhighschoolstudentspositivementalhealtheducationpositivepsychologicalcharacterstheparentchildrelationshipduringadolescence(:)#69#