职校心理健康教育是我国学校心理健康教育的重要组成部分。其在理论上存在模糊性和消极性的问题,在实践上教育形式单一,教师配置缺乏和随意,在体系上评价系统、课教系统、咨辅系统和预防干预系统不健全,在社会协同上社会支持度低,地区...职校心理健康教育是我国学校心理健康教育的重要组成部分。其在理论上存在模糊性和消极性的问题,在实践上教育形式单一,教师配置缺乏和随意,在体系上评价系统、课教系统、咨辅系统和预防干预系统不健全,在社会协同上社会支持度低,地区发展差异较大。基于“三全育人”的视角,借鉴积极心理学的相关理论,全面推进职校心理健康教育发展路径的创新,需转变教育观念、深化“成人”教育目标、发展活动教学、建立以评促发展的评价体系;全过程推动课堂教学革命,以PERMA模型为理论基础,从增强积极情绪、投入、人际、意义和成就五个方面来创设积极课堂;全方位推进职校心理健康教育“三教”改革,注重教师的积极品质培养、以积极心理学为指导编制教材、创新积极教法;全员化推进育人方式变革,学校、家庭、企业、社会协同为职校心理健康教育工作积极赋能;全力推进行动研究探索,鼓励职校针对自身问题进行研究,切实让研究为现实服务,建构积极的职校心理健康教育范式。Mental health education in vocational schools constitutes an important part of mental health education in China’s school system. It faces theoretical ambiguities and negativity, while in practice, educational forms are monotonous, teacher allocation is inadequate and arbitrary, and the evaluation system, curriculum system, counseling system, and preventive intervention system are imperfect. In terms of social collaboration, social support is low, and there are significant regional development disparities. From the perspective of “Three-Dimensional Education for Holistic Development” and drawing on relevant theories of positive psychology, to comprehensively promote the innovation of mental health education development paths in vocational schools, it is necessary to transform educational concepts, deepen the educational goal of “adult” cultivation, develop activity-based teaching, and establish an evaluation system that promotes development through assessment. It is also crucial to promote classroom teaching revolution throughout the entire process, using the PERMA model as the theoretical foundation to create positive classrooms by enhancing positive emotions, engagement, relationships, meaning, and accomplishment. Furthermore, it is important to comprehensively advance the “three educations” reform in mental health education in vocational schools, focusing on cultivating teachers’ positive qualities, compiling textbooks guided by positive psychology, and innovating positive teaching methods. Additionally, it is essential to promote changes in education methods involving all stakeholders, with schools, families, enterprises, and society working together to actively empower mental health education in vocational schools. Lastly, efforts should be made to fully promote action research and exploration, encouraging vocational schools to conduct research on their own issues and ensuring that research serves practical purposes, thereby constructing a positive paradigm for mental health education in vocational schools.展开更多
文摘职校心理健康教育是我国学校心理健康教育的重要组成部分。其在理论上存在模糊性和消极性的问题,在实践上教育形式单一,教师配置缺乏和随意,在体系上评价系统、课教系统、咨辅系统和预防干预系统不健全,在社会协同上社会支持度低,地区发展差异较大。基于“三全育人”的视角,借鉴积极心理学的相关理论,全面推进职校心理健康教育发展路径的创新,需转变教育观念、深化“成人”教育目标、发展活动教学、建立以评促发展的评价体系;全过程推动课堂教学革命,以PERMA模型为理论基础,从增强积极情绪、投入、人际、意义和成就五个方面来创设积极课堂;全方位推进职校心理健康教育“三教”改革,注重教师的积极品质培养、以积极心理学为指导编制教材、创新积极教法;全员化推进育人方式变革,学校、家庭、企业、社会协同为职校心理健康教育工作积极赋能;全力推进行动研究探索,鼓励职校针对自身问题进行研究,切实让研究为现实服务,建构积极的职校心理健康教育范式。Mental health education in vocational schools constitutes an important part of mental health education in China’s school system. It faces theoretical ambiguities and negativity, while in practice, educational forms are monotonous, teacher allocation is inadequate and arbitrary, and the evaluation system, curriculum system, counseling system, and preventive intervention system are imperfect. In terms of social collaboration, social support is low, and there are significant regional development disparities. From the perspective of “Three-Dimensional Education for Holistic Development” and drawing on relevant theories of positive psychology, to comprehensively promote the innovation of mental health education development paths in vocational schools, it is necessary to transform educational concepts, deepen the educational goal of “adult” cultivation, develop activity-based teaching, and establish an evaluation system that promotes development through assessment. It is also crucial to promote classroom teaching revolution throughout the entire process, using the PERMA model as the theoretical foundation to create positive classrooms by enhancing positive emotions, engagement, relationships, meaning, and accomplishment. Furthermore, it is important to comprehensively advance the “three educations” reform in mental health education in vocational schools, focusing on cultivating teachers’ positive qualities, compiling textbooks guided by positive psychology, and innovating positive teaching methods. Additionally, it is essential to promote changes in education methods involving all stakeholders, with schools, families, enterprises, and society working together to actively empower mental health education in vocational schools. Lastly, efforts should be made to fully promote action research and exploration, encouraging vocational schools to conduct research on their own issues and ensuring that research serves practical purposes, thereby constructing a positive paradigm for mental health education in vocational schools.
