1、淺析消極的師源性心理影響積極面對(duì)的輔導(dǎo)新領(lǐng)域中英文對(duì)照Analysis of teachers' psychological effect of negative - thenew field of counseling in Chinese and English.師源性心理影響對(duì)學(xué)生的健康心理形成和健全人格發(fā)展有重要意義。本文通過對(duì)消極師源性心理影響的分析，追溯其影響形成的根源，并提出一些有針對(duì)性的意見和建議。Teacher-originated psychological impact on students' healthy psychology formation h

2、as important 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.關(guān)鍵詞：師源性心理；心理健康；心理影響Keywords: teacher-originated psychological; mental health; psychologic

3、al impact一個(gè)人的人格健全發(fā)展依賴于兩個(gè)因素的影響。一是先天因素即遺傳的原因，遺傳帶給我們先天的氣質(zhì)，而先天的氣質(zhì)決定我們基本的人格發(fā)展方向。另一方面是后天的影響，即來自家庭、 學(xué)校和社會(huì)的影響。 這些因素都從各個(gè)側(cè)面不斷作用著一個(gè)人， 影響著一個(gè)人的健康成長(zhǎng)。A person's personality development depends on two factors. One is the congenital factors or genetic causes, genetic to bring our innate temperament, and innate t

4、emperament determine 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 person's healthy growth.基礎(chǔ)教育階段是一個(gè)特殊的階段，學(xué)生正經(jīng)歷著身體和心理的一系列變化，個(gè)性心理極不穩(wěn)定， 很容易受外界影響

5、而產(chǎn)生波動(dòng)；從另外一個(gè)角度來講，這個(gè)階段是處于模仿體驗(yàn)和逐步定型的認(rèn)知階段，是可塑性極強(qiáng)的時(shí)期。要把這些成長(zhǎng)中的變化著的個(gè)體培養(yǎng)成人格健全、心理健康的人，環(huán)境和教育相當(dāng)重要，而這個(gè)時(shí)期在學(xué)校的時(shí)間最多，因此，師源性心理影響對(duì)學(xué)生的個(gè)性品質(zhì)的形成就顯得尤為重要。北京某學(xué)校請(qǐng)心理專家測(cè)試一個(gè)年級(jí)3個(gè)班的學(xué)生心理狀況，結(jié)果有一個(gè)班的學(xué)生情緒等指標(biāo)與另兩個(gè)班有明顯差異，經(jīng)了解， 該班班主任自身心理健康狀況不良。Basic education stage is a special period, students are experiencing a series of changes in physi

6、cal and psychological, 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 adul

7、t personality, mental 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 in

8、vite psychological experts 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.消極的師源性心理影響到底對(duì)學(xué)生會(huì)產(chǎn)生什么樣的危害？其影響產(chǎn)生的根源又在哪里

9、？我們要如何克服？這些都是我們要積極思考和面對(duì)的難題，也是極具現(xiàn)實(shí)意義的課題。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 消極的師源性心理影響對(duì)學(xué)生的危害H

10、arm 1 negative teacher-originated psychological impact on Students師源性心理影響有兩種，一種是積極的心理影響，一種是消極的心理影響。積極的心理影響指教師健康的心理狀態(tài)可以潛移默化的影響到學(xué)生， 讓學(xué)生形成完善的個(gè)性， 積極、 樂觀、樂群。消極的師源性心理影響是指教師的消極情緒和個(gè)性心理會(huì)直接影響學(xué)生的心理健康狀況。常見的消極師源性心理有自卑，脾氣暴躁、易怒，消極的人生觀、價(jià)值觀，對(duì)工作缺乏熱情、漫不經(jīng)心，個(gè)性軟弱、退縮，沒有正義感，支配性和專制，冷漠，貶損。那么這些消極的心理到底會(huì)給學(xué)生帶來怎樣的危害呢？Teacher-orig

11、inated psychological impact has two 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 perfec

12、t personality, positive, optimistic, happy. Teacher-originated psychological effect of negative refers to teacher's negative emotion and personality will directly affect the mental health status of students. Psychological negative division source common inferiority complex, bad temper, irritabil

13、ity, negative outlook on life, values, lack 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，對(duì)學(xué)生學(xué)習(xí)心理的消極影響。First of all, the

14、 negative effect on the students' learning psychology.教師的情緒可以直接影響一堂課的教學(xué)質(zhì)量。美國(guó)著名心理學(xué)者基諾特博士（HalmG.Ginott ）所寫的一段話很值得我們深思： “我得到一個(gè)恐怖的結(jié)論，發(fā)覺我是教學(xué)成敗的決定因素。我可以用我個(gè)人的方法去營(yíng)造學(xué)習(xí)的環(huán)境，也能用每天的心情去決定學(xué)習(xí)的氣氛。身為老師， 我掌握無比的權(quán)利， 使學(xué)生過得悲慘或快樂。 我可以作為折磨人的工具或激發(fā)靈感的媒介，我能侮辱人或使人開心，也能傷人或救人。無論在什么情況下，我的反應(yīng)決定了危機(jī)是擴(kuò)大或是縮小，是教化還是馴化學(xué)生。 ”在實(shí)際教學(xué)過程中我們也能

15、體會(huì)，自身的情緒不一樣，上課的效果大相徑庭。The emotion of teachers can teaching 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

16、 of the teaching. CanI use my personal approach to create a 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

17、people happy, can hurt or save. In any case, my reaction determines 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.學(xué)生的學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)興趣、學(xué)習(xí)品質(zhì)以及學(xué)習(xí)效果都會(huì)受到消極的師源性心理影響。教師可

18、以直接影響學(xué)生對(duì)本門課程的興趣及信心，同時(shí)， 還影響其良好學(xué)習(xí)品質(zhì)的形成，如注意力的集中、學(xué)習(xí)計(jì)劃的安排、學(xué)習(xí)習(xí)慣的養(yǎng)成、考試焦慮的排除等。有兩位歷史老師擔(dān)任同一個(gè)年級(jí)的歷史教學(xué)，經(jīng)了解發(fā)現(xiàn)有兩個(gè)班的學(xué)生對(duì)歷史很感興趣，而另外兩個(gè)班卻截然相反。學(xué)生的總體情況都差不多，兩位老師的教學(xué)水平也相當(dāng)，那為何產(chǎn)生這么大的差距？在跟很多同學(xué)的交流中我發(fā)現(xiàn)了一個(gè)變量老師的心理狀態(tài)。A 老師平時(shí)不茍言笑，也不和同學(xué)交流溝通，而 B 老師卻能與同學(xué)打成一片，經(jīng)常與同學(xué)做心靈上的交流。可見，老師的兩種截然不同的狀態(tài)對(duì)學(xué)生的學(xué)習(xí)興趣產(chǎn)生影響。The students' learning motivation

19、, learning interest, learning quality and learning effects will be teacher-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 anxi

20、ety elimination etc. There are two historical teaching history teacher for 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, wh

21、y have such a big gap? With many students exchange I found a variable - the 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 stude

22、nts. Visible, affecting two distinct state teachers of students learning interest.其次，對(duì)學(xué)生健康心理的影響。Secondly, impact on students' psychological health.教師的消極情緒可以直接導(dǎo)致學(xué)生自卑、退縮、消極、偏激、反社會(huì)性行為等一系列的問題出現(xiàn)。有些老師在心情很煩躁的時(shí)候進(jìn)入課堂，然后有意無意的將這些情緒帶入課堂，動(dòng)不動(dòng)就發(fā)火，稍不如意就對(duì)學(xué)生冷嘲熱諷，無形中給學(xué)生心理帶來巨大的傷害。我曾做過“理想中的老師”的問卷調(diào)查， 結(jié)果顯示絕大多數(shù)的學(xué)生都認(rèn)為理想

23、中的老師應(yīng)該“不要?jiǎng)硬粍?dòng)就發(fā)火，不要帶著情緒上課”。在我教的班級(jí)中，有一位同學(xué)因?yàn)樾W(xué)老師的一句話，至今不敢在課堂上舉手回答問題，曾經(jīng)是多么積極活潑的孩子啊，就因?yàn)橐痪?“你腦袋是豆腐渣做的！”，已經(jīng)有如此深的心理障礙，這不得不說是這位老師教育上的一大失敗。Teacher's negative emotion can lead directly to students' inferiority, withdrawn, passive, extreme antisocial behavior, such as a series of problems. Some teachers

24、 into the classroom when the mood is very upset, then naturally or half unconsciously will 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

25、 students think that the ideal teacher should "do not get angry, do not take the emotion classes ". In my class, a classmate because primary school teacher 's words, still can't raise any question in class, had been so active and lively child, because the words " your head is

26、the bean curd residue! " Have a mental disorder, so deep, it is a failure for the teacher education.最后，對(duì)學(xué)生健全人格的影響。Finally, influence on the students' healthy personality.教師在與學(xué)生的交流過程中會(huì)把自己消極的世界觀、人生觀和價(jià)值觀無意識(shí)的表現(xiàn)出來，比如看問題的角度和方式的偏激，分析問題的不夠理性，某些自卑情結(jié)， 消極情緒等等，這些非理性觀念潛移默化的滲透于學(xué)生， 蠶食著學(xué)生的青春和活力， 消磨著他們對(duì)生活的希

27、望和追求，對(duì)學(xué)生的健康成長(zhǎng)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 expression comes out, such as the perspective and method of extreme, not rational analysis, some inferiority complex, negative emotion and so on, these

28、 irrational penetrating influence character by environment for the students to read, eat students spend their youth and vitality, the hope of life and the pursuit of, for the healthy growth of students is very bad.A 學(xué)生有很多偏激的想法，對(duì)社會(huì)現(xiàn)狀很是不滿，我很吃驚這么小的年齡對(duì)社會(huì)竟有如此深刻和歪曲的認(rèn)識(shí)，很反常，在進(jìn)一步交流中我才知道這些想法都是從他班主任那里知道的，他的班主任

29、經(jīng)常給他們灌輸這些消極思想，培養(yǎng)出了一批“憤青” 。雖然這位老師可能只是把對(duì)學(xué)生的傾訴作為一種發(fā)泄對(duì)社會(huì)不滿情緒的途徑， 殊不知， 他這樣的無意識(shí)行為會(huì)給學(xué)生稚嫩的心靈蒙上一層陰影，甚至對(duì)他的今后成長(zhǎng)都產(chǎn)生深刻影響。A students have a lot of radical ideas, to the social situation was very unhappy,I was surprisedsuch a small age have the understanding, so profound and distorted to the society is very unusua

30、l, further communication I know these ideas are known from his teacher there, his teacher often give them these negative thoughts, cultivate a group of " young cynic ". Although the teacher may only be put on students talk as a vent for social discontent way, however, he such unconscious b

31、ehavior will give students a childish mind cast a shadow, even have a profound effect on his future growth.2 消極的師源性心理的形成主要有以下幾個(gè)方面的因素2 negative teacher-originated psychological formation mainly has the following factors2.1 容易產(chǎn)生消極心理的教育理念每個(gè)教師都有自己的一套教育理念，而有些教育理念的偏差就直接導(dǎo)致消極的師源性心理。常見的有下面幾種容易產(chǎn)生消極心理的教育理念：2.1

32、 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 direct result of mental division source negative. Common has the following several easy to produce negative psychological education idea:分?jǐn)?shù)

33、決定命運(yùn)。一部分教師把學(xué)生的學(xué)習(xí)成績(jī)擺在至高無上的地位，學(xué)生只要成績(jī)好，其它什么都可以不重視，只要成績(jī)不好，其它方面再行，也會(huì)認(rèn)為“給班級(jí)拖后腿，沒出息”。這種觀念指導(dǎo)下就很容易造成對(duì)學(xué)生的評(píng)價(jià)不公平，不公正，對(duì)某些“好”學(xué)生的過度贊賞導(dǎo)致其自大、嫉妒、耐挫能力差等畸形心理，而對(duì)有些被認(rèn)為“無藥可救”的學(xué)生冷漠和放棄導(dǎo)致其自卑、孤僻、消極等。不打不成才。有些老師信奉“嚴(yán)師出高徒”和“不打不成才”的至理名言，認(rèn)為對(duì)學(xué)生必須采取嚴(yán)厲的態(tài)度才能取得好的教育效果。 因此在教學(xué)中不茍言笑， 學(xué)生稍有不對(duì)便加以指責(zé)和批評(píng)，認(rèn)為這樣學(xué)生才服他，才怕他。這樣的觀念指導(dǎo)下，老師就容易采取一些不恰當(dāng)?shù)慕逃绞?，?/p>

34、打罵、貶損等。 揚(yáng)子晚報(bào)曾報(bào)道過：西安市雁塔區(qū)魚化鄉(xiāng)老煙莊小學(xué)， 二年級(jí)的 12 名小學(xué)生因未完成作業(yè)， 班主任就命令他們脫掉褲子在教室里轉(zhuǎn)一圈，同時(shí)指派兩名班干部對(duì)不聽話的學(xué)生強(qiáng)行脫褲子。 這樣極端的教育方式使學(xué)生的自尊心和自信心都遭受嚴(yán)重打擊。the second grade of due to the unfinished homework, teacher ordered them to take off pants in theclassroom to a circle, and assigned to two class cadre to disobedient students

35、forced to take off pants. This extreme form of education that students' self-esteem and self-confidence have suffered a serious blow.2.2 教師自身的壓力現(xiàn)今社會(huì)是一個(gè)競(jìng)爭(zhēng)激烈的社會(huì)，這也包括教師隊(duì)伍，這個(gè)以前相對(duì)比較穩(wěn)定的行業(yè)， 現(xiàn)在也由于競(jìng)爭(zhēng)機(jī)制的引入而顯得危機(jī)四伏，這無形中給教師帶來巨大的失業(yè)壓力。同時(shí)，升學(xué)率、學(xué)生考分排名次、家長(zhǎng)的期望值以及管理方面的各種因素如過分嚴(yán)格的管理、 對(duì)教師的監(jiān)控考核、 學(xué)生的測(cè)評(píng)以及職稱評(píng)定、學(xué)校的獎(jiǎng)懲制度等多重壓力

36、，都無時(shí)無刻不在折磨著教師的心靈。在跟老師的交流中一位老師談到“我一向不服輸，過去工作再苦再累我都能忍受，可近來不知何故我開始變得脆弱、多慮， 常常是事情還沒開始做，便事先設(shè)想出多種后果，老是擔(dān)心教不好課程，擔(dān)心教學(xué)質(zhì)量上不去，擔(dān)心最后考不過人家 , 總之，考不完的試，做不完的活，操不完的心，壓得我透不過氣來，整日惶恐不安、心緒不寧，幾乎無法正常工作和生活！”2.3 教師自身的心理健康狀況每個(gè)人都有自己特殊的成長(zhǎng)環(huán)境和經(jīng)歷，某些消極環(huán)境就可能使人出現(xiàn)一些人格缺陷，包括自卑、消極、偏激、退縮等，還可能形成一些不夠理性的價(jià)值觀和人生觀。教師首先是社會(huì)中的一員，也是一個(gè)普通人，因此也不例外。同時(shí)，由

37、于社會(huì)現(xiàn)實(shí)，很多教師在日復(fù)一日，年復(fù)一年的重復(fù)勞動(dòng)中容易產(chǎn)生職業(yè)倦怠，即對(duì)工作提不起勁，覺得心情壓抑，莫名煩躁等等。國(guó)家中小學(xué)心理健康教育課題組對(duì) 14 個(gè)地區(qū) 168 所中小學(xué)的 2292 名教師進(jìn)行了抽樣調(diào)查，發(fā)現(xiàn)有 52.23% 的教師存在心理問題， 其中 32.18%的教師屬于 “輕度心理障礙” ，16.56%的教師屬于“中度心理障礙” ，2.49%的教師已構(gòu)成“心理疾病” 。如此心理不健康的教師只會(huì)源源不斷地“制造出”心理不健全的學(xué)生，對(duì)學(xué)生身心造成的危害，某種意義上遠(yuǎn)遠(yuǎn)超過其教學(xué)能力低下對(duì)學(xué)生學(xué)業(yè)所產(chǎn)生的影響。The 2.2 teachers' pressure in to

38、day's 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 pressure of unemployment brings to the teachers in this invisible. At th

39、e 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' evaluation and professional title evaluation, the school system of reward

40、s and penalties are multiple pressure, every hour and moment not tortured a teacher's 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 become fragile, worry, often things haven't started,

41、 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 the heart,I am suffocating weight, jittery all day

42、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, negative, extreme, withdrawal, may also f

43、orm 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 occupation burnout easily lead to duplication of

44、work, namely to don't 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' psychological problems, including 32.18% teac

45、hers belonging to the " mild mental disorder ", 16.56% of the teachers are " moderate mental disorders ", 2.49% of the teachers haveconstituted a " mental illness ". Such unhealthy psychological teachers will everfount to " create " psychological unsound stude

46、nts, physical and mental harm to the students, influence the sense far more than their teaching ability of students.2.4 教育體制還不夠完善在素質(zhì)教育蓬勃發(fā)展的今天，學(xué)校仍然存在應(yīng)試教育的痕跡，給老師和學(xué)生造成過重的心理負(fù)擔(dān)。學(xué)生一旦成績(jī)好，什么“優(yōu)干”“三好”就全評(píng)上了，一旦成績(jī)上不去， 便什么都是空談， 這也導(dǎo)致全社會(huì)都把目光集中在學(xué)生的分?jǐn)?shù)上。 老師的待遇、職稱評(píng)定，學(xué)校的評(píng)級(jí)、驗(yàn)收等都與學(xué)生的成績(jī)掛鉤，在這種體制下即使很多學(xué)校和教師能夠意識(shí)到學(xué)生心理健康的重要性， 但由

47、于應(yīng)試教育的壓力， 也不得不傾注所有的精力去提高學(xué)生的分?jǐn)?shù)，而忽視學(xué)生的個(gè)性發(fā)展和對(duì)學(xué)生進(jìn)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

48、students get good grades, 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&#

49、39; grades, under this system even though many schools and 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&#

50、39; personality and mental health education for students.3 對(duì)“消極的師源性心理影響”的基本對(duì)策3 basic countermeasures of " negative teacher-originated psychological impact ."鑒于消極的師源性心理影響對(duì)學(xué)生健康成長(zhǎng)的諸多危害，我們應(yīng)該采取積極的態(tài)度，認(rèn)真思考和探索其應(yīng)對(duì)措施。In view of the many hazards teacher-originated psychological negative influence on

51、students' healthy growth, we should adopt a positive attitude, seriously think about and explore its countermeasures.3.1 教師要轉(zhuǎn)變教育觀念，改變教育方式現(xiàn)在的教育是要培養(yǎng)出什么樣的學(xué)生？這是需要不斷探討的一個(gè)問題。傳統(tǒng)教育模式由于幾千年的影響而堅(jiān)守著他的陣地，存在教師心目中的傳統(tǒng)的教育觀念根深蒂固，即使接受了新的教育模式，但其實(shí)質(zhì)上仍然沒有跳出應(yīng)試的門框，而這樣的教育觀念無時(shí)不在影響著學(xué)生，影響著下一代人。教師應(yīng)該始終明確，并不是成績(jī)好就代表一切，要培養(yǎng)的優(yōu)秀學(xué)生必

52、須要是能自立的、身心健康的， 能適應(yīng)環(huán)境的、有責(zé)任感的人。只有這樣的學(xué)生才能撐起下個(gè)世紀(jì)。3.1 the teacher must transform the education 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

53、his position, the teachers are in the eyes of the traditional education idea ingrained, 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

54、 clear, not good grades on behalf of all, outstanding student to culture must be self-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.怎樣才能教育出優(yōu)秀學(xué)生？傳統(tǒng)的棍棒教育已經(jīng)行不通， 必須要適應(yīng)時(shí)代的要求做適當(dāng)?shù)恼{(diào)整?，F(xiàn)在的學(xué)生跟以前比

55、有更獨(dú)立的意識(shí)，有更創(chuàng)新的觀念，有更開放的思想，因此必須要更多了解學(xué)生的心理， 跟他們做心靈的溝通， 而不能用直接而粗暴的方式簡(jiǎn)單處理。 同時(shí)我們得承認(rèn)不同的個(gè)體有他存在的價(jià)值和意義，我們要相信任何人都有他的潛力可以發(fā)掘，公平對(duì)待每一位學(xué)生， 幫助每一位學(xué)生找出他的潛能并幫助其發(fā)揮， 讓每位同學(xué)都能在原有基礎(chǔ)上得到最好的發(fā)展。How to educate the excellent student? The club education tradition has not work, must meet the requirements of the times to make the app

56、ropriate adjustments. Students now compared with the previous more independent consciousness, 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 processin

57、g. At the same time, we have to admit the value and significance of his existence, different individuals, we must believe that everyone has his potential, to treat every student fairly, help each student to find his potential and help them to play, let each student can get the best development on th

58、e basis of the original.3.2 教師要努力提高自身的心理健康水平 什么樣的人才是心理健康的人？具體到教師領(lǐng)域， 心理健康的標(biāo)準(zhǔn)是： 順利而有效地適應(yīng)教育環(huán)境， 用積極的心態(tài)對(duì)待平時(shí)的工作和學(xué)習(xí)，理性的視角分析社會(huì)上存在的各種現(xiàn)象， 正確地態(tài)度對(duì)待和處理師生關(guān)系而保持良好的心境，飽滿的熱情對(duì)待工作和學(xué)生并能運(yùn)用恰當(dāng)?shù)慕虒W(xué)手段達(dá)到育人的目的。3.2 teachers should strive to improve the level of mental health of their talent and what is the psychological health of people? Specific to the teachers, mental health standards: smoothly and efficiently adapt to the environment of education, with a positive attitude