中小学教师职业压力自我调节策略刍议
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摘要
教师作为一种历史悠久的社会职业,曾无数次被古今中外的思想家、教育家定义过。但随着社会的发展,时代的变迁,要考察教师对于社会的真正价值与意义,就不能脱离他们在当今社会关系中所处的特定位置及与现实社会的交往方式。具体来说,教师是以学校为主要活动场所,以时代要求为培养标尺,以对学生身心施加特定影响为主要职责,从而完成培养人、塑造人的神圣使命。因此,教师职业具有重要的社会责任性。
恢弘的社会改革和文化变革,也在原本相对平静的校园中掀起了阵阵波澜,教育领域正在发生着广泛而深刻的变化。教育体制的改革、教育机制的创新、教育岗位的竞争等接踵而来,使得教师无论在知识经验、教学能力、还是在心理素质上,都面临前所未有的巨大压力。教育工作的特殊性,加上来自社会、家长的多重压力,使得教师们在现实与理想中疲惫奔走,倍受煎熬。面对现实,不禁感叹:身在教育一线肩负着实现教育理想的他们,所背负的责任太重大,所拥有的力量太微薄!这种巨大的反差必将“教师职业压力”这沉重又艰涩的话题厚厚重重地抛现出来。
压力并不可怕,取决于你如何看待它,直面它。本研究试图通过对本市中小学教师职业压力现状的调查,深入分析造成教师职业压力的根本原因并阐述压力可能给学生、教师、教育、家庭及社会带来的不良影响,进而提出解决问题的方法与设想:充分利用教师所具备的创造性精神劳动者的优势,从自我压力管理的角度培养自我教育的意识和习惯。通过试点学校的实验研究,总结出一套切实可行的方法加以推广,以促进我市中小学教师应对职业压力的技巧和能力,提高我市中小学教师总体心理健康水平,真正学会悦纳职业、悦纳自我!
The Teacher, as one kind of historical glorious social profession has been defied by numerous thinkers and educators in China and abroad .But along with social development and time changes, Regarding the teacher true value and significance to the society, we can not divorce it from the social relationships in today's specific position and realistic social contact way. Specifically speaking, the teacher takes the school as the major activity place, takes the time request as the training rod and takes the specific influence to the student body and mind as the primary duty, thus it completes training and molding human's sacred missions. Therefore, the teacher profession has an important social accountability.
The broad social reform and the culture transform, also started the intermittent mighty waves originally in the relatively tranquil campus, the educational fields has been having widespread and deep transformation. The education system's reform, the education mechanism's innovation, the education post's competition and so on follows on, causes the teacher, regardless at the knowledge experience, the teaching faculty, in the psychological quality, faces the unprecedented huge pressure. Educational work's particularity and multiple pressures from the society and guardians in addition cause the teachers run exhaustedly between the reality and the ideal, time suffering. Facing the reality, they cannot stand to sigh: their responsibility is too significant, and their strength is too meager! This kind of huge contrast will certainly result in this heavy topic“the teacher professional pressure”.
Pressure is not fearful; it depends on how you look at it and how you face it .This research attempts to make a thorough analysis for the basic reason of the teaching professional pressure through a present situation investigation to school teachers professional pressure in the city, and elaborate that the pressure possibly brings the adverse effects in the student, the teacher, the education, the family and the society, and then propose the problems-solving methods and the tentative plan: Making Fully use of the creative superiority which the teacher has, the teacher raises the self-education consciousness and the custom from the self-stress management's angle. Through the experiment site school's experimental study, the author summarizes a set of practical and feasible methods to promote my city school teachers to deal with the professional pressure with certain skills and abilities , improving my city school teachers overall psychologically healthy level, truly please profession and please self!
恢弘的社会改革和文化变革,也在原本相对平静的校园中掀起了阵阵波澜,教育领域正在发生着广泛而深刻的变化。教育体制的改革、教育机制的创新、教育岗位的竞争等接踵而来,使得教师无论在知识经验、教学能力、还是在心理素质上,都面临前所未有的巨大压力。教育工作的特殊性,加上来自社会、家长的多重压力,使得教师们在现实与理想中疲惫奔走,倍受煎熬。面对现实,不禁感叹:身在教育一线肩负着实现教育理想的他们,所背负的责任太重大,所拥有的力量太微薄!这种巨大的反差必将“教师职业压力”这沉重又艰涩的话题厚厚重重地抛现出来。
压力并不可怕,取决于你如何看待它,直面它。本研究试图通过对本市中小学教师职业压力现状的调查,深入分析造成教师职业压力的根本原因并阐述压力可能给学生、教师、教育、家庭及社会带来的不良影响,进而提出解决问题的方法与设想:充分利用教师所具备的创造性精神劳动者的优势,从自我压力管理的角度培养自我教育的意识和习惯。通过试点学校的实验研究,总结出一套切实可行的方法加以推广,以促进我市中小学教师应对职业压力的技巧和能力,提高我市中小学教师总体心理健康水平,真正学会悦纳职业、悦纳自我!
The Teacher, as one kind of historical glorious social profession has been defied by numerous thinkers and educators in China and abroad .But along with social development and time changes, Regarding the teacher true value and significance to the society, we can not divorce it from the social relationships in today's specific position and realistic social contact way. Specifically speaking, the teacher takes the school as the major activity place, takes the time request as the training rod and takes the specific influence to the student body and mind as the primary duty, thus it completes training and molding human's sacred missions. Therefore, the teacher profession has an important social accountability.
The broad social reform and the culture transform, also started the intermittent mighty waves originally in the relatively tranquil campus, the educational fields has been having widespread and deep transformation. The education system's reform, the education mechanism's innovation, the education post's competition and so on follows on, causes the teacher, regardless at the knowledge experience, the teaching faculty, in the psychological quality, faces the unprecedented huge pressure. Educational work's particularity and multiple pressures from the society and guardians in addition cause the teachers run exhaustedly between the reality and the ideal, time suffering. Facing the reality, they cannot stand to sigh: their responsibility is too significant, and their strength is too meager! This kind of huge contrast will certainly result in this heavy topic“the teacher professional pressure”.
Pressure is not fearful; it depends on how you look at it and how you face it .This research attempts to make a thorough analysis for the basic reason of the teaching professional pressure through a present situation investigation to school teachers professional pressure in the city, and elaborate that the pressure possibly brings the adverse effects in the student, the teacher, the education, the family and the society, and then propose the problems-solving methods and the tentative plan: Making Fully use of the creative superiority which the teacher has, the teacher raises the self-education consciousness and the custom from the self-stress management's angle. Through the experiment site school's experimental study, the author summarizes a set of practical and feasible methods to promote my city school teachers to deal with the professional pressure with certain skills and abilities , improving my city school teachers overall psychologically healthy level, truly please profession and please self!
引文
[1]姚立新. 教师压力管理[M]. 浙江大学出版社. 2005. 25-40.
[2]方方. 教师心理健康研究[M]. 北京:人民教育出版社. 2003. 58-99.
[3]郭成. 教师职业道德修养专题[M]. 当代世界出版社. 2001. 56-88.
[4]赵碧野. 教师心理调适[M]. 杭州出版社.2003. 127-156.
[5]柳友荣. 教师心理保健[M]. 安徽人民出版社. 2000. 146-155
[6]孙义农,姚立新《初中生心理辅导》(浙江大学出版社 2002).
[7]陈琦 刘儒德《当代教育心理学》(北京师范大学出版社 1997).
[8]高明书《教师心理学》(北京:人民教育出版社 1999).
[9]《压力管理》(孙健敏主编 徐世勇编著—— 企业管理出版社 2004).
[10]纪康宝《减压——心理自救处方》(中国华侨出版社 2004).
[11]王以仁《教师心理卫生》(中国轻工业出版社 1999).
[12]《教师实用心理学》(北京教育学院心理学系主编——开明出版社 2000).
[13]王以仁 陈芳玲 林本乔《教师心理卫生》(中国轻工业出版社 1999).
[14]徐小东 孟晓斌《工作压力应对与管理》(航空工业出版社 2004).
[15]朱永新《我的教育理想》(南京师范大学出版社 2001).
[16]成尚荣《构建生活化的课堂》(江苏教育出版社 2001).
[17]马绍斌《心理保健——通向心身健康之路》(暨南大学出版社 2001).
[18]为每个学生提供良好的教育(陈玉琨主编 张德文著——北京:教育科学出版社 2005).
[19]傅道春《教师的成长与发展》(教育科学出版社 2000).
[20]《教师职业伦理学》(朱金香等编著——上海:经济科学出版社 1999).
[21]《时间管理》(孙健敏主编 石伟编著——企业管理出版社 2004).
[22]贾晓波《心理健康教育与教师心理素质》(中国和平出版社 2000).
[23]方方《托起明天——新世纪中小学教师的修养》(国际文化出版公司 2001).
[24]王斌华《发展性教师评价制度》(华东师大出版社 1998).
[25]张乐《来自杭州市教育研究所的一份调查显示——中小学教师职业压力大》(中国教育报 2001).
[26]叶一舵《现代学校心理健康教育研究》(开明出版社 2003).
[27]教育——为了人的幸福(陈玉琨主编 沙洪泽著——北京:教育科学出版社 2005).
[28]没有物质激励,教师还能成长吗?(中国教育报 2006 年 10 月 10 日).
[29]象牙塔里的穷教师和富教师(中国青年报 2006 年 9 月 25 日).
[30]《超八成教师感觉压力太大 收入差异呈现两极分化》(中国新闻网 2006 年 9 月 10 日).
[31]《减压——给忙碌者的礼物》(凯洛·涂金顿著 朱颖译——人民邮电出版社 2003).
[32]《电梯工布鲁斯.里弗斯》(约翰·西里尔 陈明编——载《海外文摘》2002).
[33]《教师心理学》(戴·冯塔纳著 王新超译——北京大学出版社 2000).
[34]《自主课堂》([美]里德利 沃尔瑟主编——中国轻工业出版社 2001).
[35]Wilson,B.R.,TheTeacher's Role a Sociological Analysis(郑金洲译——华东师范大学出版社 2000).
[36]Federico Mayor&Mary Hatwood Futrell. In Defence Of Teachers Times Educational Supplement, 1 November 1996.
[37]D.John Mcintyre & M. John O'Hair,(丁玲等译——中国轻工出版社 2002).
[2]方方. 教师心理健康研究[M]. 北京:人民教育出版社. 2003. 58-99.
[3]郭成. 教师职业道德修养专题[M]. 当代世界出版社. 2001. 56-88.
[4]赵碧野. 教师心理调适[M]. 杭州出版社.2003. 127-156.
[5]柳友荣. 教师心理保健[M]. 安徽人民出版社. 2000. 146-155
[6]孙义农,姚立新《初中生心理辅导》(浙江大学出版社 2002).
[7]陈琦 刘儒德《当代教育心理学》(北京师范大学出版社 1997).
[8]高明书《教师心理学》(北京:人民教育出版社 1999).
[9]《压力管理》(孙健敏主编 徐世勇编著—— 企业管理出版社 2004).
[10]纪康宝《减压——心理自救处方》(中国华侨出版社 2004).
[11]王以仁《教师心理卫生》(中国轻工业出版社 1999).
[12]《教师实用心理学》(北京教育学院心理学系主编——开明出版社 2000).
[13]王以仁 陈芳玲 林本乔《教师心理卫生》(中国轻工业出版社 1999).
[14]徐小东 孟晓斌《工作压力应对与管理》(航空工业出版社 2004).
[15]朱永新《我的教育理想》(南京师范大学出版社 2001).
[16]成尚荣《构建生活化的课堂》(江苏教育出版社 2001).
[17]马绍斌《心理保健——通向心身健康之路》(暨南大学出版社 2001).
[18]为每个学生提供良好的教育(陈玉琨主编 张德文著——北京:教育科学出版社 2005).
[19]傅道春《教师的成长与发展》(教育科学出版社 2000).
[20]《教师职业伦理学》(朱金香等编著——上海:经济科学出版社 1999).
[21]《时间管理》(孙健敏主编 石伟编著——企业管理出版社 2004).
[22]贾晓波《心理健康教育与教师心理素质》(中国和平出版社 2000).
[23]方方《托起明天——新世纪中小学教师的修养》(国际文化出版公司 2001).
[24]王斌华《发展性教师评价制度》(华东师大出版社 1998).
[25]张乐《来自杭州市教育研究所的一份调查显示——中小学教师职业压力大》(中国教育报 2001).
[26]叶一舵《现代学校心理健康教育研究》(开明出版社 2003).
[27]教育——为了人的幸福(陈玉琨主编 沙洪泽著——北京:教育科学出版社 2005).
[28]没有物质激励,教师还能成长吗?(中国教育报 2006 年 10 月 10 日).
[29]象牙塔里的穷教师和富教师(中国青年报 2006 年 9 月 25 日).
[30]《超八成教师感觉压力太大 收入差异呈现两极分化》(中国新闻网 2006 年 9 月 10 日).
[31]《减压——给忙碌者的礼物》(凯洛·涂金顿著 朱颖译——人民邮电出版社 2003).
[32]《电梯工布鲁斯.里弗斯》(约翰·西里尔 陈明编——载《海外文摘》2002).
[33]《教师心理学》(戴·冯塔纳著 王新超译——北京大学出版社 2000).
[34]《自主课堂》([美]里德利 沃尔瑟主编——中国轻工业出版社 2001).
[35]Wilson,B.R.,TheTeacher's Role a Sociological Analysis(郑金洲译——华东师范大学出版社 2000).
[36]Federico Mayor&Mary Hatwood Futrell. In Defence Of Teachers Times Educational Supplement, 1 November 1996.
[37]D.John Mcintyre & M. John O'Hair,(丁玲等译——中国轻工出版社 2002).