论学生心理素质教育衔接的心理学依据  

Psychological Basis of the Joint OF Students' Mental Quality Education

作　　者：张大均[1] 邵景进[1] 齐晓栋[1] 

机构地区：[1]西南师范大学教育科学研究所,重庆400715

出　　处：《辽宁师范大学学报（社会科学版）》2005年第5期55-58,共4页Journal of Liaoning Normal University(Social Science Edition)

基　　金：全国教育科学"十五"规划重点课题资助项目(BBA010049)

摘　　要：大中小幼各学段学生心理素质教育衔接已成为当前学校心理素质教育研究的重要课题。在分析皮亚杰、瓦龙、埃里克森以及社会文化历史学派等有关心理发展阶段理论及其心理发展的阶段性与连续性辩证统一规律的基础上,探讨了心理素质教育目标、内容、过程、评价、影响要素等多方面的衔接,试图为心理素质教育提供心理学上的依据,对进一步深化学校心理健康教育具有重要意义。The joint of all grades＇ mental quality education has become one of the key issues in nowadays school mental quality education. Based on an analysis of Piaget, Wallon and Erieson＇s theory of developmental phases and the laws of the dialectical relationship between phases and consistency and that of Historical School, this paper explores the goal, content, process, evaluation and essential factors of mental quality education, attempting to provide psychological bases for mental quality education, which is very significant for a further deepening of school＇s mental health education.

关 键 词：学生 心理素质教育 衔接 依据 

分 类 号：B844[哲学宗教—发展与教育心理学]