当代青少年挫折教育研究
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摘要
当今社会是一个充满竞争的社会,不仅要求个人拥有丰富的知识、技术和能力,更要求个人拥有应对激烈竞争必然带来的种种挫折的能力。挫折是指有目的的活动受到阻碍时产生的消极情绪反应。挫折是把双刃剑,它一方面使人产生消极情绪,影响人的正常发展,另一方面也可以转化成前进的动力。开展青少年挫折教育,就是要教育培养青少年正确认识挫折的理性态度和应对措施,它是素质教育的核心内容之一。由于青少年时期是挫折教育的关键期,加强挫折教育有助于提升青少年学生的幸福感,尤其针对90后这一群体面对竞争更为激烈却经受不起挫折的特殊情况,挫折教育显得更加重要。
国外对挫折的研究理论比较多,挫折教育的实践形式丰富多彩且收效良好,但对于挫折教育的理论研究却相对不足。我国在古代就有许多有关挫折及挫折教育的论述,当代社会对挫折教育的研究也有了一定的进展,但存在学科间各自为政,研究视角散乱,可操作性不强等问题。
引发青少年挫折情绪的因素有主客观之分。客观因素包括自然、社会、家庭因素和学校因素。主客观分离导致追求目标受阻,理想理念缺失导致消极心理作祟,缺乏对人的本质的科学认识导致人际交往受挫,模糊的伦理道德观导致消极的情感影响,这些构成了青少年挫折情绪产生的主观因素。
通过对江苏省青少年群体的抽样问卷调查以及对相关学生、教师、学校领导以及家长的访谈,发现当前青少年挫折教育已经取得了一些可喜的成果。但由于教育目标存在偏差、教育功利思想严重等方面的影响,在挫折教育实践过程中还存在对挫折教育认识不足,挫折教育教育方法单一、流于形式,缺乏系统的教学目标和评价体系等问题。
挫折教育要取得成效,需要借鉴国外的成功经验。更需要以辩证唯物主义思想为指导,运用对立统一规律,认识挫折概念的相对性;运用否定之否定规律,认识挫折产生的必然性,运用矛盾分析方法,认识挫折的积极性作用,运用内因和外因的辩证关系原理,寻找挫折教育的可行性方法。开展青少年挫折教育必须坚持因材施教、预防和治理相结合、从关注问题到关注优势等基本原则。挫折教育的内容主要包括加强青少年的世界观、人生观的教育;加强青少年的责任感教育;培养青少年正确的挫折观;教育青少年正确认识自己等方面。实施挫折教育的途径选择主要有:发挥学校主阵地效应,建设和谐校园;更新家庭教育理念,构建科学教育模式;引发全民关注,营造良好社会教育氛围,通过这三条途径的协调合作来进行青少年挫折教育。
Today's society is a very competitive society,requiring individuals have not only extensive personal knowledge, skills and abilities, but also the ability of response to frustration bought by fierce competition. Frustration is the negative emotions the purposeful activities blocked. Frustration is double-edged sword, on the one hand, it makes negative emotions affect people's normal development, on the other hand, it can also be converted into forward motion. Youngsters frustration education, is to educate young people a rational attitude to correctly understand the frustration and response measures, it is one of the core of quality education. Because adolescence is a critical period of the frustration education, strengthening frustration education help to improve the well-being of young students, especially for generation 90s who is facing more competitive but can not afford frustration, frustration education appears more important.
Theoretical study abroad is more about the frustration, practical forms of frustration education are colorful and doing well, but the theory of frustration education research is insufficient. In ancient China, there were many discussion on frustrations and its education, in contemporary society setback education research have made some progress, but there are interdisciplinary in their own ways of angle scattered, weak operational problem.
Stimulate young people's frustration, divided into subjective and objective factors. Objective factors include natural, social, family and school factors. Separation led to the pursuit of objective and subjective goals block, the ideal concept of mental deficiency led to a negative cause trouble, lack of scientific understanding of human nature led to interpersonal frustration and ambiguous moral outlook led to negative emotional impact, these constitute the subjective factor.
Through a sample survey of the youth group and the interviews of the related students, teachers, school leaders and parents, we found that education of young people's frustrations have made some encouraging results. However, in the course of educational practice in frustration, under the impact of a deviation of education goals and utilitarian thought seriously and other aspects, there is still insufficient understanding of the frustration education, single setback education teaching methods, a mere formality, the lack of systematic evaluation system of teaching objectives and issues.
Setback education wants to be effectively, it needs to learn the successful experience of foreign countries. Need to use dialectical thinking as guider, use the unity of opposites law to understanding the concept of relative frustration; use negation of negation law to recognize the inevitability of frustration; use conflict analysis to understand the positive role of frustration; use the theory on dialectical relationship between internal and external causes to find the feasibility method of frustration education. Education of adolescent frustration must adhere to the basic principles: individualized education, prevention combined with treatment, concerns from the issues to advantages of setbacks. Setback education mainly covers the strengthening of the world outlook education, their sense of responsibility; the correct view of young people to setbacks and right understand on their own. Ways to implement setback education are: the main front of the school play effect, building a harmonious campus; updated concept of family education to build scientific model of education; triggered national concern, create a favorable atmosphere for social education, through the coordination and cooperation of three channels to carry out youth frustration education.
国外对挫折的研究理论比较多,挫折教育的实践形式丰富多彩且收效良好,但对于挫折教育的理论研究却相对不足。我国在古代就有许多有关挫折及挫折教育的论述,当代社会对挫折教育的研究也有了一定的进展,但存在学科间各自为政,研究视角散乱,可操作性不强等问题。
引发青少年挫折情绪的因素有主客观之分。客观因素包括自然、社会、家庭因素和学校因素。主客观分离导致追求目标受阻,理想理念缺失导致消极心理作祟,缺乏对人的本质的科学认识导致人际交往受挫,模糊的伦理道德观导致消极的情感影响,这些构成了青少年挫折情绪产生的主观因素。
通过对江苏省青少年群体的抽样问卷调查以及对相关学生、教师、学校领导以及家长的访谈,发现当前青少年挫折教育已经取得了一些可喜的成果。但由于教育目标存在偏差、教育功利思想严重等方面的影响,在挫折教育实践过程中还存在对挫折教育认识不足,挫折教育教育方法单一、流于形式,缺乏系统的教学目标和评价体系等问题。
挫折教育要取得成效,需要借鉴国外的成功经验。更需要以辩证唯物主义思想为指导,运用对立统一规律,认识挫折概念的相对性;运用否定之否定规律,认识挫折产生的必然性,运用矛盾分析方法,认识挫折的积极性作用,运用内因和外因的辩证关系原理,寻找挫折教育的可行性方法。开展青少年挫折教育必须坚持因材施教、预防和治理相结合、从关注问题到关注优势等基本原则。挫折教育的内容主要包括加强青少年的世界观、人生观的教育;加强青少年的责任感教育;培养青少年正确的挫折观;教育青少年正确认识自己等方面。实施挫折教育的途径选择主要有:发挥学校主阵地效应,建设和谐校园;更新家庭教育理念,构建科学教育模式;引发全民关注,营造良好社会教育氛围,通过这三条途径的协调合作来进行青少年挫折教育。
Today's society is a very competitive society,requiring individuals have not only extensive personal knowledge, skills and abilities, but also the ability of response to frustration bought by fierce competition. Frustration is the negative emotions the purposeful activities blocked. Frustration is double-edged sword, on the one hand, it makes negative emotions affect people's normal development, on the other hand, it can also be converted into forward motion. Youngsters frustration education, is to educate young people a rational attitude to correctly understand the frustration and response measures, it is one of the core of quality education. Because adolescence is a critical period of the frustration education, strengthening frustration education help to improve the well-being of young students, especially for generation 90s who is facing more competitive but can not afford frustration, frustration education appears more important.
Theoretical study abroad is more about the frustration, practical forms of frustration education are colorful and doing well, but the theory of frustration education research is insufficient. In ancient China, there were many discussion on frustrations and its education, in contemporary society setback education research have made some progress, but there are interdisciplinary in their own ways of angle scattered, weak operational problem.
Stimulate young people's frustration, divided into subjective and objective factors. Objective factors include natural, social, family and school factors. Separation led to the pursuit of objective and subjective goals block, the ideal concept of mental deficiency led to a negative cause trouble, lack of scientific understanding of human nature led to interpersonal frustration and ambiguous moral outlook led to negative emotional impact, these constitute the subjective factor.
Through a sample survey of the youth group and the interviews of the related students, teachers, school leaders and parents, we found that education of young people's frustrations have made some encouraging results. However, in the course of educational practice in frustration, under the impact of a deviation of education goals and utilitarian thought seriously and other aspects, there is still insufficient understanding of the frustration education, single setback education teaching methods, a mere formality, the lack of systematic evaluation system of teaching objectives and issues.
Setback education wants to be effectively, it needs to learn the successful experience of foreign countries. Need to use dialectical thinking as guider, use the unity of opposites law to understanding the concept of relative frustration; use negation of negation law to recognize the inevitability of frustration; use conflict analysis to understand the positive role of frustration; use the theory on dialectical relationship between internal and external causes to find the feasibility method of frustration education. Education of adolescent frustration must adhere to the basic principles: individualized education, prevention combined with treatment, concerns from the issues to advantages of setbacks. Setback education mainly covers the strengthening of the world outlook education, their sense of responsibility; the correct view of young people to setbacks and right understand on their own. Ways to implement setback education are: the main front of the school play effect, building a harmonious campus; updated concept of family education to build scientific model of education; triggered national concern, create a favorable atmosphere for social education, through the coordination and cooperation of three channels to carry out youth frustration education.
引文
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三、硕士论文类
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8.郭杰.中学生挫折教育问题探析[D]:[硕士学位论文].济南:山东师范大学,2006
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1.赵坤明.“挫折教育”与“挫折承受力教育”诘难[J].中国教育学刊,1999(4):48-49
2.祝建华.“富二代”的形成与群体特征分析[J].中国青年研究,2009(9):22-27
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4.高睿萍.“社会教育资源”解读[J].教育理论与实践,2009(29):5-6
5.林建鸿.城市青少年弱势群体社会心理的透析与调适[J].北京青年政治学院学报,2005(3):37-41
6.田国秀.从“问题视角”转向“优势视角”——挖掘学生抗逆力的学校心理咨询工作模式浅析[J].中国教育薛凯,2007(1):14-18
7.陈清,许云香.从“有教无类”到“因材施教”[J].青年教师,2008(9):62
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三、硕士论文类
1.李玲清.论青少年挫折教育[D]:[硕士学位论文].武汉:华中师范大学,2008
2.尹春容.青少年挫折承受力教育研究[D]:[硕士学位论文].武汉:华中师范大学,2006
3.刘冬卉.加强青少年挫折教育的探讨[D]:[硕士学位论文].大连:辽宁师范大学,2008
4.魏林.中学生挫折教育的探究[D]:[硕士学位论文].武汉:华中师范大学,2008
5.张光明.关于中学生挫折教育的探讨[D]:[硕士学位论文].武汉:华中师范大学,2007
6.刘芳.青少年挫折教育研究[D]:[硕士学位论文].武汉:华中师范大学,2008
7.毋亚类.思政政治课挫折教育探析[D]:[硕士学位论文].武汉:华中师范大学,2007
8.郭杰.中学生挫折教育问题探析[D]:[硕士学位论文].济南:山东师范大学,2006