学生健全人格养成教育的心理学观点  

Nurturance and Education of Students' Healthy Personality: A Psychological Perspective

作　　者：黄希庭[1] 郑涌[1] 李宏翰[2] 

机构地区：[1]西南大学心理学院,重庆400715 [2]广西师范大学教育科学学院,广西桂林541004

出　　处：《广西师范大学学报（哲学社会科学版）》2006年第3期90-94,共5页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：全国教育科学"十五"规划重点课题"学生健全人格的养成教育研究"(DBA010162);西南大学西南民族教育与心理研究中心;心理学与社会管理研究中心项目

摘　　要：心理健康具有层次性,人格健全属于高层次的心理健康。健全人格就是以正面的态度对待世界、他人与自己,过去、现在与未来,顺境与逆境,做一个自立、自信、自尊、自强和幸福的进取者。健全人格的形成有其生物遗传基础、人格基础和文化基础,是个体与环境交互作用的结果。近年来围绕学生的自立、自信、自尊、自强这“四自”我们已开展了系列心理学实证研究,继续研究应:1.理论观点要正确;2.研究方法要有突破;3.教育实践要见成效;4.课题水平要上新台阶。Mental health has a hierarchical characteristic, and healthy personality is an advanced facet of mental health. Having healthy personality means that one is a happy enterprising person, who has a positive attitude toward the world, others and self, toward the past, present and future, and toward success and failure, and who should be self-supporting, self-confident, self-esteeming and self improving. These factors influencing healthy personality involve biological and genetic backgrounds, personality and cultural elements. In fact, healthy personality is the interactive effect of the individual and the environment. The article introduces the recent empirical researches on students＇ self-support, self-confidence, self-esteem and self improvement in the light of psychological perspective, and points out future aspects of exploration.

关 键 词：学生 健全人格 养成教育 心理学 

分 类 号：B848[哲学宗教—心理学]