融合教育背景下随班就读学生心理健康支持路径研究  

Mental Health Support Pathway for Students Learning in Regular Classes in the Context of Inclusive Education

作　　者：苗小燕 李莉 MIAO Xiaoyan;LI Li(Institute of Psychology and Special Education,China National Academy of Educational Sciences,Beijing,100088;Beijing New Talent Academy,Beijing,101300)

机构地区：[1]中国教育科学研究院心理与特殊教育研究所,北京100088 [2]北京新英才学校,北京101300

出　　处：《中国特殊教育》2024年第10期13-19,共7页Chinese Journal of Special Education

基　　金：北京市教育科学“十四五”规划2024年度重点课题“融合教育背景下需求导向的中小学心理健康教育实施路径研究”(课题批准号:AAHA24059)的阶段性成果。

摘　　要：为随班就读学生的心理健康提供支持是融合教育背景下促进教育公平、推动学生心理健康发展的重要组成。本研究系统分析了随班就读学生面临的主要心理健康问题,包括较低的学业自我效能感和自我认同感、孤独感、焦虑和抑郁等,并在此基础上从增强对随班就读学生心理健康的广泛关注、构建以学校和家庭为核心节点的层次化支持系统、强化学校在随班就读学生心理健康支持中的主体作用、提升家庭对随班就读学生心理健康的支持能力四个方面探讨了随班就读学生心理健康的支持路径。Providing mental health support for students learning in regular classes is a crucial component of promoting educational equity and the development of students'mental health within the context of inclusive education.This study systematically analyzes the main mental health problems faced by these students,including lower academic self-efficacy and self-identity,loneliness,anxiety and depression.On this basis,the study explores support pathways for the mental health of these students from four aspects:raising the concern for the mental health of these students,building a hierarchical support system with schools and families as the core node,strengthening the primary role of schools in supporting their mental health,and stimulating the parent-child empowerment of family in the mental health of them.

关 键 词：融合教育 随班就读 心理健康 支持路径 

分 类 号：G760[文化科学—特殊教育学]