心理教育的

基本解释 (translations)

psychagogic

与心理教育的相关的网络例句 [注：此内容来源于网络，仅供参考]

The first is to trace source of localism in psychological education from the point of ancient ethics and morality.

一是从古代伦理道德来看心理教育的本土渊源；二是当代心理学界价值中立态度导致心理教育忽视道德内容；三是德育和心育的辩证关系奠定了二者(来源：ddaeAdaBC论文网www.abclunwen.com)整合的理论基础。

By multiple statistic method the report finically decides the competence items, which are factor analyzed into 66 items, 12 factors and further combined into 5 dimensions. Knowledge and skill dimension includes knowledge structure, education concept and psychology tutoring skill; ability dimension includes common ability and special ability; self-concept dimension includes self-situate , self-efficacy and self-supervise; personality dimension includes character and emotion; motivation dimension includes extrinsic motivation and internal motivation. It proved that the questionnaire has good internal consistency reliability, and also has good internal validity and structural validity. It could be offer an effective tool to survey the psychology tutoring competence of university counselor. In the second research, using The Questionnaire for psychology tutoring competence actuality of university counselor to investigated 40 counselors and more than 300 college students from 6 college of Wu Han. It validated three hypotheses, the results show: There existed significant difference in university counselor within the variable of college, major, whether do not have assessed remarkable counselor ,how many years to be a university counselor and whether do not ever joined some training of psychology tutoring, but no significant difference within the variable of sex, age and degree.

研究二运用《高校辅导员心理辅导胜任力现状调查》和《高校辅导员心理辅导胜任力现状调查》对武汉6所高校的40名辅导员和300多名大学生实施调查，以辅导员的性别、年龄、学校、学历、专业，以及担任辅导员的年限、是否参加相关心理辅导的培训和是否获得过优秀辅导员称号为分组变量，讨论不同组别的辅导员各项胜任力水平的差异，验证了三个假设，结果表明：(1)学校：不同高校的辅导员心理辅导胜任力水平存在显著的差异，其中教育观念、外在动机和内在动机等方面差异非常显著；(2)专业：整体上，不同专业的辅导员心理辅导胜任力水平不存在显著的差异，但在教育观念、心理辅导技巧、外在动机和内在动机等因子上存在显著差异；(3)工作年限：整体上不存在显著的工作年限差异，但在心理辅导技巧、特殊能力、自我效能感和情感等因子上存在显著差异；(4)是否参加心理辅导培训：参加过培训的辅导员的胜任力水平整体上高于未参加过培训的辅导员，但并不显著，只在知识结构和心理辅导技巧上差异显著；(5)是否获得过优秀辅导员称号：总体上不存在显著的差异，但获得过优秀称号的辅导员胜任力水平在一般能力和性格两个因子上明显比较高；(6)辅导员的心理辅导胜任力水平与其性别、年龄、学历三个变量上各因子的显著性程度都未达到。05，属于不显著的水平。

Sometimes the school will carry out so-called "psychoeducational" testing.

有时学校会进行所谓的&心理教育&的测试。

By taking into consideration the above problems, the thesis adheres to overall standpoint and unrepeated viewpoint in intention, puts goals of psychological health in order, reorganizationally and structurally and closely examines every goal of education of psychological health arranged proceeding in all cases from the practice on the basis of seriously defining the controversial concepts, such as psychological diathesis, perfect personality, good individuality, etc.

但目前无论是心理健康教育的理论与实践工作者还是教育行政提出的心理健康教育目标，在落实的过程中，都不同程度地存在一些问题：一是笼统模糊与面面俱到两极分化的问题；二是内涵重复、缺乏对要素进行内在整合的问题；三是概念不统一、层次混乱的问题；四是不能从心理健康教育实际出发，出现目标定位不准的问题。

By taking into consideration the above problems, the thesis adheres to overall standpointand unrepeated viewpoint in intention, puts goals of psychological health in order,reorganizationally and structurally and closely examines every goal of education ofpsychological health arranged proceeding in all cases from the practice on the basis ofseriously defining the controversial concepts, such as psychological diathesis, perfectpersonality, good individuality, etc. The thesis at last sums up into the focus of goal structure of education of psychologicalhealth, emotional attitude,"Four Learn"(foundational rule, method and tactics),"FourSelves"(self-development mechanism) and forms the general, foundational andwell-structured goal system of education of psychological health according to thethree-dimensional-structured goals advocated by New Curriculums Standard.

本文针对以上问题，在对心理素质、健全人格、良好个性心理品质等有争议的概念认真界定的基础上，坚持整体的观点，坚持内涵不重复的原则，对现有心理健康教育目标进行了跨层次、跨结构的整合，并从心理健康教育的实际出发，对整合后的心理健康教育目标逐一进行审视定位，最后根据新课程标准提出的&知识与技能&、&过程与方法&、&情感、态度、价值观&的三维目标框架，归纳出&情感态度&、&四会&、&四自&的心理健康教育核心目标结构，形成了具有根本性、现实性、生成性而且结构良好的心理健康教育核心目标体系。

The problem existing in the psychological health education cannot be ignored.Faced with the situation, this thesis discusses and does research on strengthening and improving College students' psychological health education from the following three parts. The first part illustrates the definition, history development and future tendency of College students' psychological health education. Meanwhile, it emphasizes the importance and necessity of College students' psychological health education. The second part illustrates the current situation of College students' psychological health education both home and abroad and subjectively introspected.

面对这一现状，本文分三部分对加强和改进大学生心理健康教育进行了相关论述和研究：第一部分阐述了大学生心理健康教育的涵义，历史发展及未来趋势，同时强调了大学生心理健康教育的重要性与必要性：第二部分阐述了大学生心理健康教育的国内外现状并进行客观反思，重点指出大学生心理健康教育中存在的主要问题，并分析这些问题产生的原因：第三部分，这是本文的重点部分，也就是如何加强大学生心理健康教育。

University student of the mental state health education is a kind of systemizing of teach person's activity, it with guarantees, promote availably to living with the mental state health that develop the university with the sound personality for target, is a mental state to educate, the mental state consults, the mental state guides to cure with the mental state at educate the result that realm integrates.

大学生心理健康教育是一种制度化的育人活动，它以有效地保障、促进和发展大学生的心理健康和健全的人格为目标，是心理教育、心理咨询、心理辅导和心理治疗在教育领域整合的结果。

Based on the comb-out of the research into the psychological educational ability ,the conception itself and its related concepts are analyzed in the present paper.

本文基于对心理教育能力相关研究资料的梳理，提出了心理教育能力的内涵，辨析了与心理教育能力相关的概念，从五个维度分析了对心理教育能力内涵的理解，提出了心理教育能力的六个基本特征。

At present, with social misfits and social ideologics becoming more complicated, the psychological education and ideological education can be mutually benefitial, mutully replenished, and mutually promoted if the two can be organically integrated.

当前，面对各种社会思潮和纷繁复杂的心理、思想情况，如果把心理教育与思想教育有机地结合起来，那么二者就能够相互补充，互相促进，共同提高，从而使心理教育和思想教育都收到事半功倍的效果。

Our country has made great progress and achievements since 1990's when it set out to carry out the psychological health education of the students in primary and secondary school. For instance, the primary and secondary school in large and medium-sized cities generally attach importance to the research into the psychological health education; many schools have already had professional psychology teachers; some have opened the psychological counseling rooms, letterboxes and so on to assist students solving psychological problems.

我国从20世纪90年代开始着手进行中小学生的心理健康教育，到现在已经取得了很大的进步，有了不少研究成果，如：大中城市的中小学校普遍重视心理健康教育的研究；很多中小学校都有专业的心理教师；有些学校开设了心理咨询室、心理信箱等帮助学生解决心理问题。

与心理教育的相关的网络解释 [注：此内容来源于网络，仅供参考]

mentation：心理状态

教学中的"克制"(restraint)现象,是指在学校教育教学活动正在进行的过程中,在教师和学生的心理上产生的一种心理状态(mentation)效应,相应地它可以分为教师"教学克制心理"和学生"学习克制心理".

obsession：强迫症

心理健康教育与咨询 罗瑛主要内容大学生常见心理障碍精神分裂症大学生心理障碍的预防与应对大学生心理干预对策一、大学生常见心理障碍(一)神经症神经衰弱(Neurasthenia) 焦虑症(Anxiety) 恐怖症(Phobia) 强迫症(Obsession) 疑病症(Hypo

Phobia：恐怖症

曲小管初心理健康教育与咨询 罗瑛主要内容大学生常见心理障碍精神分裂症大学生心理障碍的预防与应对大学生心理干预对策一、大学生常见心理障碍(一)神经症神经衰弱(Neurasthenia) 焦虑症(Anxiety) 恐怖症(Phobia) 强迫症(Obse

psychodrama：心理剧

心理剧(Psychodrama)并不是戏剧或舞台表演,而是团体心理治疗方法之一. 目前,在我国中小学所开展的校园心理剧(也被称为学校心理情景剧)虽然借鉴了一些心理剧的理论和技术,但有其独特的涵义. 为了更好地发挥校园心理剧在中小学心理健康教育工作中的作用,

psychoeducational：心理教育的

psychodysleptic 致幻觉的 | psychoeducational 心理教育的 | psychoeducational clinic 心理教育诊所 心理教育诊所

psychoeducational clinic：心理教育诊所 心理教育诊所

psychoeducational 心理教育的 | psychoeducational clinic 心理教育诊所 心理教育诊所 | Psychoeducational Inventory of Basic Learning Abilities 基本学习能力心理教育量表

psychoeducational clinic：[美]心理教育的临床诊断

psychoeducational adj.( 在评价学习能力等方面采用智力测验等)心理学方法教育的 | psychoeducational clinic [美]心理教育的临床诊断 | psychoelectrical 心理电的

psychoeducational clinic：心理教育诊所

psychoeducational 心理教育的 | psychoeducational clinic 心理教育诊所 | psychoelectrical 心理电的

Psychoeducational Inventory of Basic Learning Abilities：基本学习能力心理教育量表

psychoeducational clinic 心理教育诊所 心理教育诊所 | Psychoeducational Inventory of Basic Learning Abilities 基本学习能力心理教育量表 | psychoelectrical 心理电的

synergetic：协同学

摘 要:运用协同学的理论,积极探索并构建了心理健康教育的新模式--协同模式,该模式对于有效地促进大学生心理素质的发展具有重大的现实意义. 关键词:高校心理健康教育;协同模式;构建 一、构建的理论和现实依据 (一)理论依据--协同学(Synergetic)原