心理素质训练课创设情景的内涵、方法及原则探讨

Exploration of Connotations, Approaches, and Principles of Circumstance Creation during Psychological Diathesis Training

目的探讨心理素质训练创设情景的内涵、方法和基本原则,为进一步深化心理素质教育理论,以及提高心理素质训练课的质量提供有价值的指导和建议。方法结合文献及心理素质训练课的实践,分析、总结创设情景的内涵、方法和基本原则。结果及结论心理素质训练创设情景是指教师与学生创建、设计和设置“情”与“景”,使学生产生触景生情、情人生景、情景交融的心理体验,从而主动参与训练的一种教学活动;触景生情、情人生境和情景交融三种形式是创设情景的主要方法;教学过程应体现主体互动性、情景设计突出整体系统性、情景内容富有生活实践性和教学组织注意适宜趣味性是情景创设的基本原则。

Objective To explore and discuss the denotations/connotations, approaches and basic principles of circumstance creation, in ovder to provide effective guidance and proposal for the deepening of theory of psychological diathesis education and enhancing the quality of psychological diathesis training course. Methods Literature review combined with teaching practice of psychological training subjects were used to investigate and analyse the connotations, approaches and basic principles of circumstance creation. Results and conclusions The term circumstance creation means connotatively a teaching proceeding, which include designing, creating and producing some particular environment by teachers and students, certain psychological experiences brought on by the enviroment, and consequently, participating actively in psychological training by students. There were three modes in circumstance creation, including the sight stirring up one's feelings, one's emotion tendency calling into being, and ones feelings blending with the environment. Finally, it was suggested that interactive teaching, systematic design, practicality in content, and interest in subject should be attention, which constituted basic principles of circumstance creation during psychological diathesis training courses.