初中生积极心理品质的现状、问题及其教育对策分析

Analysis on the Present Situation, Problems and Educational Countermeasures of Junior Middle School Students’ Positive Psychological Quality

摘要: 培养学生积极心理品质对其终身发展而言意义重大，为更好地了解目前初中生积极心理品质现状，在进行研究中采取问卷调查的方式进行，在统计分析的基础上得出的结论是：初中生积极心理品质中的“仁慈”维度得分最高，“知识与智慧”这一维度得分最低；在“真诚、友善、团结合作、宽恕、欣赏美”几个品质上，男生与女生间的差异明显，并且女生得分更高；“知识与智慧”维度上，初一学生低于第二学生；在“超越自我”维度上，初一学生明显低于初二、初三阶段学生；教师虽然对积极心理品质培养的态度较好，但是实际认知情况还需提高；语文教师对积极心理品质的认识明显高于数学、英语教师。通过深入探究发现当前还存在学生积极心理品质发展不均衡、教学中教师未建立积极心理品质教育观念、教师对积极心理品质认知不足的问题，并结合现存问题从在情感教育下增强学生的积极情绪、教学中重视渗透积极心理健康教育、提高师生对积极心理品质的认识方面提出具体的对策建议。

Abstract: Cultivating students’ positive psychological quality is of great significance to their lifelong develop-ment. In order to better understand the current situation of positive psychological quality of junior high school students, questionnaire survey was adopted in the research. Based on statistical analy-sis, the conclusion is that “kindness” dimension of positive psychological quality of junior high school students has the highest score, and “knowledge and wisdom” dimension has the lowest score. In “sincerity, friendliness, unity, cooperation, forgiveness, appreciation of beauty”, there are obvious differences between boys and girls, and girls score higher; in the dimension of “knowledge and wis-dom”, the students in grade one are lower than students in grade two; in the dimension of “beyond self”, the students in grade one are obviously lower than those in grade two and grade three. Alt-hough teachers have a good attitude towards the cultivation of positive psychological qualities, their actual cognition needs to be improved. The cognition of positive psychological quality of Chinese teachers is obviously higher than that of mathematics and English teachers. Through in-depth in-vestigation, it is found that there are still problems such as unbalanced development of students’ positive psychological quality, failure of teachers to establish the concept of forward some concrete countermeasures and suggestions on enhancing students’ positive emotions under emotional edu-cation, emphasizing the infiltration of positive mental health education in teaching, and improving teachers’ and students’ understanding of positive mental quality.