超越问题解决:家庭课堂教师的反思实践作为中国学校心理健康支持的工具
Huizhen Zheng1,2, Qili Xie3, Danyang Li4
1Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan 430079, China.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
这项研究揭示了中国课堂教师反思实践的认知,情感,动机和行为方面,强调了它在多层次支持系统 (MTSS) 中支持学生心理健康教育的关键作用.
科学领域:
- 教育心理学教育心理学
- 学校心理健康学校精神健康
- 教师专业发展教师专业发展
背景情况:
- 有限的实证研究存在于课堂教师关于学生心理健康的反射实践的心理维度.
- 家庭教师在学校实施心理健康教育方面发挥着至关重要的作用.
研究的目的:
- 探索课堂教师反思实践的心理特征.
- 检查反思性实践如何支持学生心理健康教育.
- 在多层次支持系统 (MTSS) 的框架内评估这种做法.
主要方法:
- 与十七名中国教室老师进行了半结构化采访.
- 应用专题分析对采访数据.
- 通过MTSS的镜头评估反射实践.
主要成果:
- 识别了反思实践的认知 (焦点,过程,转变),情感,动机 (自主,状态) 和行为 (沉默,书面,对话) 特性.
- 学生的心理健康是教师认知反思的核心焦点.
- 主要从事MTSS Tier 1和2精神健康的教师,与有限的跨专业合作.
结论:
- 课堂教师的反思实践是多方面的,包括认知,情感,动机和行为元素.
- 反思性实践是加强学校精神健康教育的重要组成部分.
- 目前的做法与MTSS部分一致,但需要进一步发展合作和不同的方法.
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