湖南省高校教师积极心理品质的特点及其发展路径  

On the Characteristics and Developing Path of Positive Psychological Quality of University Teachers in Hunan Province

作　　者：吴林玲 邓治文[2] 刘京铄[1] Wu Linling;Deng Zhiwen;Liu Jingshuo(School of Hydraulic Engineering,Hunan Polytechnic of Water Resources and Electric Power,Changsha,Hunan 410131,China;Institute of Education and Applied Psychology,Changsha University of Science&Technology,Changsha,Hunan 410114,China)

机构地区：[1]湖南水利水电职业技术学院水利工程学院,湖南长沙410131 [2]长沙理工大学教育与应用心理研究所,湖南长沙410114

出　　处：《长沙理工大学学报（社会科学版）》2023年第4期107-121,共15页Journal of Changsha University of Science and Technology：Social Science

基　　金：湖南省教育科学“十四五”规划课题(XJK22CJG005)。

摘　　要：调研湖南省12所高校534名教师后发现,湖南省高校教师各项积极心理品质的自评水平整体较高。从不同职称和不同大学层次来看,学历、性别、年龄与教龄等不同人口统计学因素均对智慧、勇气、人性、公正、节制、超越等积极心理品质构成显著性影响。文章探究了影响湖南省高校教师积极心理品质发展的主要因素,提出了提升创新创造精神、强化积极心理暗示、创设和谐教学氛围、营造宽容成长环境、促进师德师风建设等教师积极心理品质发展的可行路径。After investigating 534 teachers in 12 universities in Hunan Province,it has been found that the overall self-evaluation level of positive psychological quality of university teachers in Hunan is relatively higher.Under the conditions of different professional titles and university levels,demographic factors such as education,gender,age and teaching experience have significant differences in positive psychological qualities such as wisdom,courage,humanity,justice,moderation,and transcendence.This paper summarizes the main factors that affect the development of university teachers'positive psychological quality in Hunan Province,and puts forward such development paths as advocating innovative spirit,strengthening positive psychological hints,creating a harmonious teaching atmosphere and a tolerant growth environment,and improving teachers'professional ethics and conduct.

关 键 词：高校教师 积极心理学 积极心理品质 师德师风建设 教师发展 湖南省 

分 类 号：G443[哲学宗教—心理学]