心理教育

In the development tendency of aboriginality, the dissertation discusses the characteristic development combined the mental health education with the ideological and political education, the inheritance and transcendency combined the traditional culture and thoughts with the times spirit, the nationalization development combined the psychology consultation theory in the West with chinas situation. As to the development tendency of specialization, the dissertation mainly maps out the specialization concept, the specialized army construction, the standardized authentication of the occupational qualification, and the scientific educational evaluation. In addition, the development tendency of comprehensivization mainly shows in the factor of the connotation and function of the undergraduate mental health education.

在本土化发展趋势中论述了心理健康教育与思想政治教育相结合的特色化发展、传统文化心理思想与时代精神相结合的继承与超越、西方心理咨询理论与中国国情相结合的民族化发展；专业化发展主要从专业化理念、专业化队伍建设、规范化职业资格认证、科学的教育评估等方面筹划；综合化发展主要表现为大学生心理健康教育内涵和运行的综合化发展。

On the basis of this, it analyses the signification and the characteristics of the development of China"s undergraduate mental health education. Viewed in the time dimension, the development of the mental health education is a historical course; Viewed in the essential dimension, the development of China"s undergraduate mental health education is the leap course of the mental health education system itself from lowness to high level, from straggling to advancement, tradition to modernness, in which obtains new essence of the era continuously.

以此为基础，对我国大学生心理健康教育发展的内涵与特征展开分析，从时间维度看，心理健康教育发展是一个历史过程；从质性维度讲，大学生心理健康教育发展就是心理健康教育系统本身由低级到高级、由落后到先进、由传统到现代，不断获取时代新质的飞跃过程。

The issue of great importance facing us at present is to have a better idea of the necessity of education on mental health in schools,to solve the theoretical problems concerned and to explore the effective mens and ways to conduct education on mental education in schools.

对学校心理健康教育重要性和必要性的正确认识，弄清学校开展心理健康教育亟待解决的若干理论问题，探讨学校如何科学有效地开展心理健康教育，是当前学校开展心理健康教育培养学生健全心理素质急需解决的重要课题

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。

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。

In the process of different people accepting creation education, the characteristics in psychological process and personality's difference are always being neglected the component obstacle is baffling the creation education, education system inner part in narrow sense, analyze the teaching barriers of the creation education in teaching the current course structure exists some problem in itself constructive factor the current course contents escapes from the source of creation education namely the student's living world, the course implement process emphasizes to accept study and memorize or train mechanically, seldom let the student obtain the knowledge through his own activities and practice, the student rarely have the opportunity to express his viewpoint and opinion through his own understanding, this annihilates the student' personality and corpus such instruction process is nearly making the student under control according to the craft process, The student can't creatively express himself, so it constitute the obsatacle of creation education.

社会本位观突出了要求个体奉献社会的一面，忽视了个体突破已有社会秩序与常规的富有建设意义的独创思想与行为对社会发展的价值；同时从心理学的视角，对创造教育的心理障碍进行了剖析，不同的个体在接受创造教育的过程中，心理过程的特点与个性差异的被忽视，构成的障碍阻碍着创造教育；在狭义的教育系统内部，就创造教育的课程教学障碍进行了分析，当前的课程结构在其构成要素上本身存在一些问题；现行课程内容脱离创造教育之源，即学生的生活世界；课程实施过程存在过于强调接受学习、死记硬背、机械训练的现状，很少让学生通过自己的活动与实践获取知识，学生少有根据自己的理解发表看法与意见的机会，这是对学生个性的抹杀，这样的教学过程几乎是根据工艺流程对学生进行控制的过程，学生无法创造性地表现自己，对创造教育构成了障碍。

And it puts forthreform countermeasures:combining mental health education withmoral education;enhancing curriculum construction;professionalizing teachers;making good campus environment forthe mental health education.

针对这些误区，应从高校心理健康教育与德育的结合、加强心理健康教育课程建设、建设专业性的队伍、优化高校心理健康教育环境等方面入手，以切实改进高校心理健康教育工作。

Therefore, this paper begins with the meaning, characteristics and levels of psychological reception of the undergraduate, analyzes its psychological process and obstacles and discusses its mechanism and disciplinarians.

因此，本文从大学生道德教育接受心理入手，探究了大学生道德教育接受心理的涵义、特点和层次；分析了大学生道德教育接受心理过程和心理障碍；论述了大学生道德教育接受机制和接受规律。

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。

Aiming for the university students' psychology problems, it analyzes how to develop university students' psychology of innovation, self-confidence and enterprise, correct amorous attitude, cooperation and flexible by concrete music education methods.

即针对大学生的心理素质问题，从音乐教育角度，分析如何通过具体的音乐教育方式方法，培养大学生创新心理、自信与进取心理、正确的恋爱心理、协作心理与柔韧心理。

Breath, muscle contraction of the buttocks; arch body, as far as possible to hold his head, right leg straight towards the ceiling (peg-leg knee in order to avoid muscle tension).

呼气，收缩臀部肌肉；拱起身体，尽量抬起头来，右腿伸直朝向天花板（膝微屈，以避免肌肉紧张）。

The cost of moving grain food products was unchanged from May, but year over year are up 8%.

粮食产品的运输费用与5月份相比没有变化，但却比去年同期高8％。