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孟万金教授积极心理健康教育应邀在国际论坛做系列报告
时间: 2010年09月04日 来源:本站原创 作者: 佚名 浏览次数:

进程与成效:孟万金“积极心理健康教育”概貌

——积极心理健康教育系列报告之一

王新波

(中央教育科学研究所心理与特教中心,北京,100088

孟万金教授创立的“积极心理健康教育”(Positive Mental Health Education, PMHE)吸取古今中外思想精华,切中“病理式”心理健康教育时弊,面向全体,以积极预防和发展为取向,有目的、有计划地增进学生和全民心理健康、奠基幸福有成人生。

上世纪末至2007 年,PMHE孕育并成型。早在1992年,孟万金就提出:“心理学的新使命:提高新一代国民心理素质”(《教育研究》19922),随后系统探讨了中国传统文化精华和西方积极心理理念,奠定了PMHE的思想根基;2006年,PMHE获全国教育科学“十一五”规划立项;2007年《中小学心理健康教育》发表“访积极心理健康教育模式创始人孟万金教授”。 PMHE揭开序幕。

2008年以来,PMHE成熟并快速发展。2008年,PMHE第一篇专论(《教育研究》,20085)和第一本专著由孟万金发表;“汶川地震灾区积极心理健康教育方案”在心理学界唯一由教育部上报中央政治局、国务院。2009年以来,中国大中小学生积极心理品质量表和积极道德品质量表及其网络测评系统面世;覆盖10万人的第一个全国中小学生积极心理品质数据库建成;序列化教学方案完成;全国第一个PMHE中心、实验室和专业网站(www.psyedu.org.cn/)建成。PMHE已深入各级各类教育,正走向全民,走向世界,彰显中国特色、中国气派。

关键词:积极心理健康教育PMHE  孟万金  进程   成效

Process and AchievementsGeneral Picture of Meng Wanjin’s  Positive Mental Health Education  

——Positive Mental Health Education Report Series No. 1

 

WANG Xinbo

(China National Institute for Educational Research, Beijing, 100088)

The theoretical framework of Positive Mental Health Education(PMHE) proposed by Professor Meng Wanjin has absorbed the essence of ancient and modern thoughts from China and abroad. Addressing the weakness of "pathological type" in mental health education, PMHE takes positive prevention and development as an orientation with a purpose to promote mental health of all students and all the people so as to build the foundation for their happiness and achievements in life as planned.

PMHE was nurtured and molded from the end of the 20th century to 2007. As early as 1992, Meng Wanjin argued "the new mission of psychology is to improve the mental quality of a new generation of nationality" (Educational Research,1992,2). Afterwards, he explored the essence of Chinese traditional culture and Western positive psychological thoughts systematically, which lay a solid ideological foundation for the emerge of PMHE . In 2006, the PMHE was approved as one of the National Education "Eleventh Five-Year Plan" projects in China. In 2007, the Journal of "School Mental Health Education" published an article entitled “ Interview with the founder of PMHE,Professor Meng Wanjin." All of these opend the prologue of PMHE.

 

PMHE has become mature and got a rapid development since 2008. In 2008, the first specific article on PMHE (Educational Research, 2008,5) and the first monograph on PMHE were published by Professor Meng; "The Overall Positive Mental Health Education Solution Program for the Wenchuan Earthquake " was the only plan reported by the Ministry of Education to the Central Political Bureau and the State Council in psychology area. Since 2009, Chinese students positive mental character scale, positive moral character scale and their network measurement systems have been established; the first national database covering 10 million of primary and secondary students has been built up; a systematic instructional design has been completed; the first PMHE center and the first PMHE lab have been set up; the first PMHE professional website (www.psyedu.org.cn/) has been launched. PMHE has been extended to all kinds and levels of education in China and is opening to all the people ,even to the whole world, reflecting the Chinese characteristics and Chinese style.

Key words positive mental health education   PMHE  Meng Wanjin  process achievement

 


积极心理健康教育思想体系简介

——积极心理健康教育系列报告之二

孟万金  张冲

(中央教育科学研究所心理与特教中心,北京,100088

 

 

积极心理健康教育(Education for Positive Mental HealthPMHE))吸取积极心理健康、积极心理治疗、积极心理学、积极教育诸多西方思想,扎根于自强不息,厚德载物的民族精神、天人合一的生态思想、致中和的理想境界、性善论思想、预防整体的中医养生精髓等中国传统精华,针对“病理式”心理健康教育之不足,综合创新,构建起具有中国特色、中国气派的心理健康教育新体系。

PMHE面向全体,根据教育对象的生理、心理发展特点,以积极预防和发展为取向,运用积极的内容、方法和手段,从正面开发潜能和培养积极心理品质,防治各种心理问题,有目的、有计划地增进学生和国民身心全面和谐发展、奠基幸福有成人生。

PMHE的方向是个人心理与社会心态的共同进步;目标是奠基幸福有成人生;任务是塑造积极向上的健康心态;功能是开发心理潜能、减负增效、提高生活质量;对象是面向全体;内容聚焦各年龄段序列化的积极心理品质;原则是以人为本、通过发展防治问题;特点是一切体现积极、贯穿积极和强化积极;途径是全方位、全过程、全面渗透、全员参与;方法注重情景性、参与性、互动性和体验性;成效强调心理成长和学业(事业)成就;评价倡导形成性和发展性。

 [关键词] 积极心理健康教育   PMHE   思想体系  中国气派

 

 

A Brief Introduction to the Theoretical Framework of

Positive Mental Health Education

——Positive Mental Health Education Report Series No. 2

Meng Wanjin  Zhangchong

(China National Institute for Educational Research, Beijing, 100088)

 

Positive Mental Health Education (PMHE) has assimilated many schools of western thoughts, such as Positive Mental Health, Positive Mental Treatment, Positive Psychology, Positive Educationand is rooted in the essence of Chinese traditional culture, such as the national spirit of " strengthen Self without Stopping, and Hold World with Virtue", the ecological thought of " Harmony between the Heaven and Human ", the ideal state of "Reaching Mean and Harmony", and the theory of " Original Goodness of Human Nature " To overcome the weakness of "pathological type" mental health education, a new system of mental health education of Chinese characteristics and Chinese style, PMHE, has been established through synthesizing and innovation.

 

PMHE is for all the people according to their physical characteristics, psychological developmental features. It is oriented towards prevention and human development. It adopts positive content, methods and approaches to unleash their potentials, develop a positive mental quality, prevent and cure various types of psychological issues. As purposed as well as planned MPMH is to promote a comprehensive and harmonious development of body and mind of the students and citizens, thus building a solid foundation for their happiness and achievements in life.

The concept of PMHE is directed towards the Synchronous progress between individual mind and social psychology. Its goal is to build up the foundation for happiness and achievements in life. Its task is to create a positive healthy attitude. Its function is to unleash the mental potentials, reduce the burden and increase the efficiency, improve quality of life. It is targeted at all the human beings. Its content covers the positive mental qualities at different age segments. It follows the principle of preventing and curing through development. Its unique feature is all from positivity, all through positivity, all for positivity. Its channel is from all perspectives, thorough, and with full participation. Its approach emphasizes scenario-based, participatory, interactive, and experiential. It emphasizes the effectiveness of mental development and academic success. Its evaluation advocates the formative and developmental assessment.

Key words: positive mental health education     PMHE   theoretical framework  ,     Chinese style

 

 

 

积极心理健康教育核心内容与评价体系

——积极心理健康教育系列报告之三

官群1,刘玉娟2,孟万金2

1匹斯堡学习科学中心,美国匹斯堡,15260

2中央教育科学研究所心理与特教中心,北京,100088

积极心理健康教育的核心内容包括积极道德品质和积极心理品质及其全面培养,积极道德品质是合格人才素质的首要条件,而积极心理品质则是健全人格的基本要求。传统“病理式”心理健康教育中的测评,都是测量心理问题,而不是揭示出积极品质的发展现状,因而对积极品质的培养几乎没有指导意义。

研究表明,中国中学生积极道德品质包括信任、尊重、责任感、公正、关心、公民义务六个维度;而中国学生的积极心理品质则包括认知、情感、人际、公正、节制和超越六个维度和15项品质,而中国大学生积极心理品质的六大维度则包括20项品质。根据上述结构与维度,先后编制了《中国中小学生积极心理品质量表》、《中国大学生积极心理品质量表》和《中国中学生积极道德品质测评量表》三个评价工具。三个量表均严格按照心理统计与测量学要求编制,均具有良好的信效度指标,可以用于大规模的测量与评价。为积极心理健康教育提供了科学的测评工具。

关键词:积极心理健康教育核心内容  品质  评价体系 PMHE

 

The Core Content and Assessment System of Positive Mental Health Educaton

——Positive Mental Health Education Report Series No. 3

Guan Qun1  Liu Yujuan2  Meng Wanjin2

 

(1 Pittsburgh Science of Learning Center, Pittsburgh, USA, 15260)   

 (2 China National Institute for Educational Research, Beijing, 100088)

 

The core content of Positive Mental Health Education (PMHE) includes cultivating positive moral characters and positive mental characters.Positive moral characters are the first prerequisite for qualified talents, and positive mental characters are the basic requirement for healthy sound personality. The assessments in traditional"pathological type" mental health education are maily used to detect psychological issues rather than uncover developmental status of positive characterstherefore they are meaningless to guide the cultivaion on positive characters. 

Based on formal studies, we classify Chinese secondary school students’ positive moral character into six dimensions including trust, respect, responsibility, fairness, caring, and civic obligation. Positive mental characters of Chinese school students include cognition, emotion, humanity, justice, temperance, and transcendence. These six dimensions consist of fifteen characters for Chinese primary and secondary school students, and twenty characters for Chinese college students. Based on the above dimensions and structures, we developed Positive Mental Characters Scales for Chinese School Students and College Students respectively, and Positive Moral Character Scale for Chinese Secondary School Students. These three scales were developed strictly following the requirements of psychological statistics and psychometrics, thus have good reliability and validity. They are available to be used for large-scale measurement and assessment, which provide PMHE with scientific evaluation tools. 

Key words: positive mental health education   core content   character

 assessment system  PMHE

 

 

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