浅析消极的师源性心理影响——积极面对的辅导新领域的中英文对照

1、浅析消极的师源性心理影响积极面对的辅导新领域的中英文对照Analysis of teachers psychological effect of negative - the new field of counseling in Chinese and English.师源性心理影响对学生的健康心理形成和健全人格发展有重要意义。本文通过对消极师源性心理影响的分析，追溯其影响形成的根源，并提出一些有针对性的意见和建议。 Teacher-originated psychological impact on students healthy psychology formation has impo

2、rtant meaning and sound personality development. Through analysis of influence on negative teacher-originated psychological, traced back the effects of formation, and proposed some advice and suggestions.关键词：师源性心理；心理健康；心理影响 Keywords: teacher-originated psychological; mental health; psychological imp

3、act 一个人的人格健全发展依赖于两个因素的影响。一是先天因素即遗传的原因，遗传带给我们先天的气质，而先天的气质决定我们基本的人格发展方向。另一方面是后天的影响，即来自家庭、学校和社会的影响。这些因素都从各个侧面不断作用着一个人，影响着一个人的健康成长。 A persons personality development depends on two factors. One is the congenital factors or genetic causes, genetic to bring our innate temperament, and innate temperament d

4、etermine our basic personality development direction. On the other hand is acquired influence, influence from family, school and society. All these factors from each side constantly affect a person, affects a persons healthy growth.基础教育阶段是一个特殊的阶段，学生正经历着身体和心理的一系列变化，个性心理极不稳定，很容易受外界影响而产生波动；从另外一个角度来讲，这个

5、阶段是处于模仿体验和逐步定型的认知阶段，是可塑性极强的时期。要把这些成长中的变化着的个体培养成人格健全、心理健康的人，环境和教育相当重要，而这个时期在学校的时间最多，因此，师源性心理影响对学生的个性品质的形成就显得尤为重要。北京某学校请心理专家测试一个年级3个班的学生心理状况，结果有一个班的学生情绪等指标与另两个班有明显差异，经了解，该班班主任自身心理健康状况不良。Basic education stage is a special period, students are experiencing a series of changes in physical and psychologic

6、al, personality is very unstable, easily influenced by outside factors fluctuate; from another perspective, this stage is in the imitation of experience and gradually shape recognition stage, is a very strong plasticity period. The growth of these changing individual cultured adult personality, ment

7、al health, environment and education is very important, and the time in the school the most times, therefore, teachers psychological influence the formation of personality of students is particularly important. Psychological condition of the students of a school in Beijing invite psychological exper

8、ts to test a grade 3 class, there was significant difference between the students sentiment indicators, the results have a class and the other two classes after the understanding, the class teacher s own bad mental health status.消极的师源性心理影响到底对学生会产生什么样的危害？其影响产生的根源又在哪里？我们要如何克服？这些都是我们要积极思考和面对的难题，也是极具现实意

9、义的课题。 Teacher-originated psychological negative influence the what kind of harm to students? The effect of root causes and where? How can we overcome? These are all we have to think positive and face the problem, is of great realistic significance.1 消极的师源性心理影响对学生的危害 Harm 1 negative teacher-originate

10、d psychological impact on Students师源性心理影响有两种，一种是积极的心理影响，一种是消极的心理影响。积极的心理影响指教师健康的心理状态可以潜移默化的影响到学生，让学生形成完善的个性，积极、乐观、乐群。消极的师源性心理影响是指教师的消极情绪和个性心理会直接影响学生的心理健康状况。常见的消极师源性心理有自卑，脾气暴躁、易怒，消极的人生观、价值观，对工作缺乏热情、漫不经心，个性软弱、退缩，没有正义感，支配性和专制，冷漠，贬损。那么这些消极的心理到底会给学生带来怎样的危害呢？ Teacher-originated psychological impact has tw

11、o kinds, one kind is a positive psychological effect, is a negative psychological effects. A positive psychological effect refers to the influence of teachers psychological health can influence character by environment to students, make students form the perfect personality, positive, optimistic, ha

12、ppy. Teacher-originated psychological effect of negative refers to teachers negative emotion and personality will directly affect the mental health status of students. Psychological negative division source common inferiority complex, bad temper, irritability, negative outlook on life, values, lack

13、of enthusiasm for work, pay no heed to, a weak character, retreat, no sense of justice, domination and tyranny, indifference, depreciation. Then these negative psychological end will bring what kind of harm to the students?首先，对学生学习心理的消极影响。 First of all, the negative effect on the students learning p

14、sychology.教师的情绪可以直接影响一堂课的教学质量。美国著名心理学者基诺特博士（Halm G.Ginott）所写的一段话很值得我们深思：“我得到一个恐怖的结论，发觉我是教学成败的决定因素。我可以用我个人的方法去营造学习的环境，也能用每天的心情去决定学习的气氛。身为老师，我掌握无比的权利，使学生过得悲惨或快乐。我可以作为折磨人的工具或激发灵感的媒介，我能侮辱人或使人开心，也能伤人或救人。无论在什么情况下，我的反应决定了危机是扩大或是缩小，是教化还是驯化学生。”在实际教学过程中我们也能体会，自身的情绪不一样，上课的效果大相径庭。 The emotion of teachers can te

15、aching quality directly affects a class. The famous American psychologist Dr. Quinot ( Halm G.Ginott ) wrote a paragraph is worth us thinking deeply: I got a terrible conclusion, I find that is a determining factor in the success or failure of the teaching. Can I use my personal approach to create a

16、 learning environment, but also can be used every day to determine the learning atmosphere. As a teacher, I have more rights, so that the students had a sad or happy. I can be used as a torture device or inspired media, I can insult or make people happy, can hurt or save. In any case, my reaction de

17、termines the crisis is expanding or narrowing, is education or tame students. In the actual teaching process, we also can experience, your emotions are not the same, be quite different effects.学生的学习动机、学习兴趣、学习品质以及学习效果都会受到消极的师源性心理影响。教师可以直接影响学生对本门课程的兴趣及信心，同时，还影响其良好学习品质的形成，如注意力的集中、学习计划的安排、学习习惯的养成、考试焦虑的排

18、除等。有两位历史老师担任同一个年级的历史教学，经了解发现有两个班的学生对历史很感兴趣，而另外两个班却截然相反。学生的总体情况都差不多，两位老师的教学水平也相当，那为何产生这么大的差距？在跟很多同学的交流中我发现了一个变量老师的心理状态。A老师平时不苟言笑，也不和同学交流沟通，而B老师却能与同学打成一片，经常与同学做心灵上的交流。可见，老师的两种截然不同的状态对学生的学习兴趣产生影响。 The students learning motivation, learning interest, learning quality and learning effects will be teacher

19、-originated psychological negative influence. Teachers can directly affect the students interest and confidence, this course, also affect their learning quality, such as concentration, learning plan, learning habits, test anxiety elimination etc. There are two historical teaching history teacher for

20、 the same grade, after understanding, there are two classes of students are very interested in history, and the other two opposite classes. Almost all the overall situation of students, two teachers teaching level is quite, why have such a big gap? With many students exchange I found a variable - th

21、e psychological state of the teacher. A the teacher usually serious in speech and manner, with students of communication, while the B teacher can and often do students become integrated with, spiritual communication with students. Visible, affecting two distinct state teachers of students learning i

22、nterest.其次，对学生健康心理的影响。 Secondly, impact on students psychological health.教师的消极情绪可以直接导致学生自卑、退缩、消极、偏激、反社会性行为等一系列的问题出现。有些老师在心情很烦躁的时候进入课堂，然后有意无意的将这些情绪带入课堂，动不动就发火，稍不如意就对学生冷嘲热讽，无形中给学生心理带来巨大的伤害。我曾做过“理想中的老师”的问卷调查，结果显示绝大多数的学生都认为理想中的老师应该“不要动不动就发火，不要带着情绪上课”。在我教的班级中，有一位同学因为小学老师的一句话，至今不敢在课堂上举手回答问题，曾经是多么积极活泼的孩子啊，

23、就因为一句“你脑袋是豆腐渣做的！”，已经有如此深的心理障碍，这不得不说是这位老师教育上的一大失败。 Teachers negative emotion can lead directly to students inferiority, withdrawn, passive, extreme antisocial behavior, such as a series of problems. Some teachers into the classroom when the mood is very upset, then naturally or half unconsciously wil

24、l these emotions into the classroom, crotchety, a little unhappy students on a dig, great harm to students psychological effect. I have done questionnaire of teacher, the result shows that most students think that the ideal teacher should do not get angry, do not take the emotion classes . In my cla

25、ss, a classmate because primary school teacher s words, still cant raise any question in class, had been so active and lively child, because the words your head is the bean curd residue! Have a mental disorder, so deep, it is a failure for the teacher education.最后，对学生健全人格的影响。 Finally, influence on t

26、he students healthy personality.教师在与学生的交流过程中会把自己消极的世界观、人生观和价值观无意识的表现出来，比如看问题的角度和方式的偏激，分析问题的不够理性，某些自卑情结，消极情绪等等，这些非理性观念潜移默化的渗透于学生，蚕食着学生的青春和活力，消磨着他们对生活的希望和追求，对学生的健康成长是非常不利的。 Teachers and students in the process of communication in their negative world outlook, outlook on life and values of unconscious

27、expression comes out, such as the perspective and method of extreme, not rational analysis, some inferiority complex, negative emotion and so on, these irrational penetrating influence character by environment for the students to read, eat students spend their youth and vitality, the hope of life an

28、d the pursuit of, for the healthy growth of students is very bad.A学生有很多偏激的想法，对社会现状很是不满，我很吃惊这么小的年龄对社会竟有如此深刻和歪曲的认识，很反常，在进一步交流中我才知道这些想法都是从他班主任那里知道的，他的班主任经常给他们灌输这些消极思想，培养出了一批“愤青”。虽然这位老师可能只是把对学生的倾诉作为一种发泄对社会不满情绪的途径，殊不知，他这样的无意识行为会给学生稚嫩的心灵蒙上一层阴影，甚至对他的今后成长都产生深刻影响。 A students have a lot of radical ideas, to t

29、he social situation was very unhappy, I was surprised such a small age have the understanding, so profound and distorted to the society is very unusual, further communication I know these ideas are known from his teacher there, his teacher often give them these negative thoughts, cultivate a group o

30、f young cynic . Although the teacher may only be put on students talk as a vent for social discontent way, however, he such unconscious behavior will give students a childish mind cast a shadow, even have a profound effect on his future growth.2 消极的师源性心理的形成主要有以下几个方面的因素 2 negative teacher-originated

31、psychological formation mainly has the following factors2.1 容易产生消极心理的教育理念 每个教师都有自己的一套教育理念，而有些教育理念的偏差就直接导致消极的师源性心理。常见的有下面几种容易产生消极心理的教育理念： 2.1 easy to produce negative psychological education idea every teacher has his own set of educational philosophy, and the deviation of some educational ideas as a

32、 direct result of mental division source negative. Common has the following several easy to produce negative psychological education idea:2.1.1 分数决定命运。一部分教师把学生的学习成绩摆在至高无上的地位，学生只要成绩好，其它什么都可以不重视，只要成绩不好，其它方面再行，也会认为“给班级拖后腿，没出息”。这种观念指导下就很容易造成对学生的评价不公平，不公正，对某些“好”学生的过度赞赏导致其自大、嫉妒、耐挫能力差等畸形心理，而对有些被认为“无药可救”的学生

33、冷漠和放弃导致其自卑、孤僻、消极等。 2.1.1 score determines destiny. A number of teachers to students put in the supreme position, as long as the student achievement is good, other what all can not pay attention to, as long as the result is not good, the other hand again, will think to class the drag, worthless . Thi

34、s idea is very easy to create the evaluation of students is unfair, unjust, excessive admiration for some good student led to its arrogance, jealousy, poor ability to bear frustration, abnormal psychology, and some are considered incurable student apathy and abandon the inferiority, withdrawn, passi

35、ve.2.1.2 不打不成才。有些老师信奉“严师出高徒”和“不打不成才”的至理名言，认为对学生必须采取严厉的态度才能取得好的教育效果。因此在教学中不苟言笑，学生稍有不对便加以指责和批评，认为这样学生才服他，才怕他。这样的观念指导下，老师就容易采取一些不恰当的教育方式，如打骂、贬损等。扬子晚报曾报道过：西安市雁塔区鱼化乡老烟庄小学，二年级的12名小学生因未完成作业，班主任就命令他们脱掉裤子在教室里转一圈，同时指派两名班干部对不听话的学生强行脱裤子。这样极端的教育方式使学生的自尊心和自信心都遭受严重打击。 2.1.2 not dozen dont become. Some teachers bel

36、ieve in under a and do not become the true saying, that the students must take serious attitude to get a good education. Therefore, in teaching students serious in speech and manner, slightly wrong is to blame and criticism, so that students can persuade him, only afraid of him. This concept under t

37、he guidance of the teacher, it is easy to take some inappropriate teaching methods, such as beating, depreciation etc. Yangzi Evening News reported: Xian Yanta District fish Xiang Lao Yan Zhuang primary school, 12 students of the second grade of due to the unfinished homework, teacher ordered them t

38、o take off pants in the classroom to a circle, and assigned to two class cadre to disobedient students forced to take off pants. This extreme form of education that students self-esteem and self-confidence have suffered a serious blow.2.2 教师自身的压力 现今社会是一个竞争激烈的社会，这也包括教师队伍，这个以前相对比较稳定的行业，现在也由于竞争机制的引入而显得

39、危机四伏，这无形中给教师带来巨大的失业压力。同时，升学率、学生考分排名次、家长的期望值以及管理方面的各种因素如过分严格的管理、对教师的监控考核、学生的测评以及职称评定、学校的奖惩制度等多重压力，都无时无刻不在折磨着教师的心灵。在跟老师的交流中一位老师谈到 “我一向不服输，过去工作再苦再累我都能忍受，可近来不知何故我开始变得脆弱、多虑，常常是事情还没开始做，便事先设想出多种后果，老是担心教不好课程，担心教学质量上不去，担心最后考不过人家总之，考不完的试，做不完的活，操不完的心，压得我透不过气来，整日惶恐不安、心绪不宁，几乎无法正常工作和生活！”2.3 教师自身的心理健康状况 每个人都有自己特殊的

40、成长环境和经历，某些消极环境就可能使人出现一些人格缺陷，包括自卑、消极、偏激、退缩等，还可能形成一些不够理性的价值观和人生观。教师首先是社会中的一员，也是一个普通人，因此也不例外。同时，由于社会现实，很多教师在日复一日，年复一年的重复劳动中容易产生职业倦怠，即对工作提不起劲，觉得心情压抑，莫名烦躁等等。国家中小学心理健康教育课题组对14个地区168所中小学的2292名教师进行了抽样调查，发现有52.23%的教师存在心理问题，其中32.18%的教师属于“轻度心理障碍”，16.56%的教师属于 “中度心理障碍”，2.49%的教师已构成“心理疾病”。如此心理不健康的教师只会源源不断地“制造出”心理不

41、健全的学生，对学生身心造成的危害，某种意义上远远超过其教学能力低下对学生学业所产生的影响。The 2.2 teachers pressure in todays society is a competitive society, this also includes teachers, the former is relatively stable industry, is now due to the introduction of competition mechanism and appears to be threatened by growing crises, the huge p

42、ressure of unemployment brings to the teachers in this invisible. At the same time, the enrollment rate of students in grades of various factors, ranking, the expectations of parents and management aspects such as excessively strict management, monitoring and evaluation of teachers, students evaluat

43、ion and professional title evaluation, the school system of rewards and penalties are multiple pressure, every hour and moment not tortured a teachers mind. With the teacher in the exchange of a teacher said I never admit defeat, the past work zaikuzailei I can endure, but somehow I have recently be

44、come fragile, worry, often things havent started, and prior to imagine many consequences, always concerned about poor teaching course, worry about teaching quality to go up not to go, but I worry about the last exam . . In short, finish the test examination, do not over and live, fuck not over of th

45、e heart, I am suffocating weight, jittery all day long, restless, almost unable to normal life and work! Each person mental health status of 2.3 teachers have their own special growing environment and experiences, some negative environment may give some personality defects, including low self-esteem

46、, negative, extreme, withdrawal, may also form some irrational values and outlook on life. The teacher first is a member of the society, is also a common person, so there is no exception. At the same time, because of the social reality, a lot of teachers in day in and day out, year after year occupa

47、tion burnout easily lead to duplication of work, namely to dont feel, feel depressed, inexplicable irritability. A sample survey of 2292 teachers in 14 regions from 168 school health education research group psychological state primary and secondary schools, found that 52.23% of teachers psychologic

48、al problems, including 32.18% teachers belonging to the mild mental disorder , 16.56% of the teachers are moderate mental disorders , 2.49% of the teachers have constituted a mental illness . Such unhealthy psychological teachers will everfount to create psychological unsound students, physical and

49、mental harm to the students, influence the sense far more than their teaching ability of students.2.4 教育体制还不够完善 在素质教育蓬勃发展的今天，学校仍然存在应试教育的痕迹，给老师和学生造成过重的心理负担。学生一旦成绩好，什么“优干”“三好”就全评上了，一旦成绩上不去，便什么都是空谈，这也导致全社会都把目光集中在学生的分数上。老师的待遇、职称评定，学校的评级、验收等都与学生的成绩挂钩，在这种体制下即使很多学校和教师能够意识到学生心理健康的重要性，但由于应试教育的压力，也不得不倾注所有的精力去

50、提高学生的分数，而忽视学生的个性发展和对学生进行心理健康教育。2.4 education system is still not perfect in the vigorous development of quality education today, the schools there are still traces of examination-oriented education, resulting in overweight psychological burden to the teachers and students. Once students get good gra

51、des, what and Miyoshi is named, once the results do not, then what are empty, which also led to the whole society to focus on students scores. The teacher treatment, assessment of professional titles, the school rating, acceptance, and students grades, under this system even though many schools and

52、teachers can realize the importance of the psychological health of students, but because of the pressure of the exam-oriented education, also had to put all the energy to the students scores, while ignoring the development of students personality and mental health education for students.3 对“消极的师源性心理

53、影响”的基本对策 3 basic countermeasures of negative teacher-originated psychological impact .鉴于消极的师源性心理影响对学生健康成长的诸多危害，我们应该采取积极的态度，认真思考和探索其应对措施。 In view of the many hazards teacher-originated psychological negative influence on students healthy growth, we should adopt a positive attitude, seriously think ab

54、out and explore its countermeasures.3.1 教师要转变教育观念，改变教育方式 现在的教育是要培养出什么样的学生？这是需要不断探讨的一个问题。传统教育模式由于几千年的影响而坚守着他的阵地，存在教师心目中的传统的教育观念根深蒂固，即使接受了新的教育模式，但其实质上仍然没有跳出应试的门框，而这样的教育观念无时不在影响着学生，影响着下一代人。教师应该始终明确，并不是成绩好就代表一切，要培养的优秀学生必须要是能自立的、身心健康的，能适应环境的、有责任感的人。只有这样的学生才能撑起下个世纪。 3.1 the teacher must transform the educ

55、ation idea, change education present education is to cultivate what kind of students? This is a problem of the continuous. The traditional mode of education because of the influence of thousands of years and to hold his position, the teachers are in the eyes of the traditional education idea ingrain

56、ed, even accepted the new education model, but its essence is still not out of the door frame and the examination, the education idea like this does affect students, affect the next generation. Teachers should always clear, not good grades on behalf of all, outstanding student to culture must be sel

57、f-sufficient, physical and mental health, can adapt to the environment, there is a sense of responsibility. Only in this way, students can hold up the next century.怎样才能教育出优秀学生？传统的棍棒教育已经行不通，必须要适应时代的要求做适当的调整。现在的学生跟以前比有更独立的意识，有更创新的观念，有更开放的思想，因此必须要更多了解学生的心理，跟他们做心灵的沟通，而不能用直接而粗暴的方式简单处理。同时我们得承认不同的个体有他存在的价值

58、和意义，我们要相信任何人都有他的潜力可以发掘，公平对待每一位学生，帮助每一位学生找出他的潜能并帮助其发挥，让每位同学都能在原有基础上得到最好的发展。 How to educate the excellent student? The club education tradition has not work, must meet the requirements of the times to make the appropriate adjustments. Students now compared with the previous more independent consciousn

59、ess, more innovative ideas, have a more open mind, it is necessary to know more about the psychology of the students, do spiritual communication with them, and not with the direct and brutal way simple processing. At the same time, we have to admit the value and significance of his existence, different individuals, we must believe that everyone