试论教师心理健康课认知对教学效果的影响  

Teachers' Mental Health Class Cognition Affecting Teaching Effects

作　　者：赫云鹏[1] 石梦良[1] 郑荣双[1] 

机构地区：[1]湛江师范学院教育科学学院,广东湛江524048

出　　处：《湛江师范学院学报》2011年第2期144-146,共3页Journal of Zhanjiang Normal College

摘　　要：课堂教育是实施大学生心理健康教育的主渠道,对课堂教学认知的转变和提升,必然影响教学的全过程,大学生心理健康课不同于一般专业教育,因此,心理健康教育不主张纯理论知识的传授,而应注重其积极引导作用,强调趣味性、启发性等。为此,提升大学心理课的教学效果,首先从认知角度入手,重点抓好三个方面:1、对课程本质的认知和把握;2、对教育对象的认知和把握;3、教师课堂心态的自我认知和把握。Classroom education of college students＇ mental health holds an important position to the classroom teaching knowledge transformation and ascension, and it will inevitably affect the whole process of teaching, while college students＇ mental health education is different from general professional class, therefore, the mental health education does not advocate of pure theoretical knowledge communication, but should notice its actively guide effect, emphasize interesting and instructive. Therefore, ascension university mental class the teaching effect, from cognitive perspective, concentrate on three aspects： first, to understand and grasp the essence of lessons, second to understand and grasp the education object, third, classroom mentality self-awareness and grasp on the part of teachers.

关 键 词：教师 心理健康课 教学效果 

分 类 号：G479.3[文化科学—教育学]