中国教师职业心理健康的内涵与构成要素探讨  

An Exploration of the Connotation and Composition of Chinese Teachers' Occupational Mental Health

作　　者：游旭群[1] 杨睿娟[2] 

机构地区：[1]陕西师范大学心理学院,陕西西安710062 [2]西安石油大学经济管理学院,陕西西安710065

出　　处：《教师发展研究》2017年第4期69-75,共7页Teacher Development Research

基　　金：教育部哲学社会科学研究重大课题攻关项目"我国教师职业心理健康标准及测评体系研究"(11JZD044)

摘　　要：教师职业有着浓厚的文化与社会特征,要促进教育和教师发展,培养中国特色社会主义人才,必须重视教师的职业心理健康。中国教师职业心理健康指教师热爱教育活动,理解教育规律,具有强烈的使命感和明晰的职业意识;情绪稳定、行为协调,积极融入社会发展,主动与其他群体交流,人际关系和谐,能动地适应和影响环境;在学习与探究中释放潜能,获得持续的发展;具有在卓有成效的工作中体验人生价值的精神愉悦状态。教师职业心理健康的构成要素包括教师职业道德、教师职业能力、教师职业情绪和教师职业适应。Teacher, as an occupation, has distinct cuhural and social characteristics. In order to promote the development of teachers and education, and cultivate the socialist talent with Chinese characteristics, much attention must be paid to teachers＇ occupational mental health. The occupational mental health of Chinese teachers refers to teachers＇ love of education, understanding the law of education, having a strong sense of mission and clear professional consciousness, and also includes emotional stability, behavioral coordination, integrating into social development, communicating with other groups, harmonious interpersonal relationship, and adapting to and influencing the environment. In addition to the above, it also refers to working out their potentialities in learning and exploration to achieve the sustainable development and experiencing the spiritual pleasure in fruitful work. The elements of teachers＇ occupational mental health are as follows： teachers＇ professional ethics, vocational ability, professional mood and professional adaptation.

关 键 词：中国教师 心理健康 教师职业心理健康 

分 类 号：G443[哲学宗教—心理学]