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1、如何保障教師的心理健康教師的心理健康很重要,一個教師對學(xué)生們的影響其實比我們想像中還要強(qiáng)大。所以,教師心理健康也應(yīng)該是學(xué)校心理健康教育的工作重點(diǎn)之一。這里就涉及到學(xué)校心理咨詢工作的開展如何了。是否有專業(yè)的心理咨詢師,是否有足夠的心理學(xué)專業(yè)人員。如果有的話,應(yīng)該為每一個教師建立心理檔案,從了解教師心理健康水平開始對其進(jìn)行有針對性的心理輔導(dǎo)和咨詢。如果沒有設(shè)立心理咨詢機(jī)構(gòu)或者不正規(guī),就要提醒有關(guān)人員這方面的重要性了。以下是我找到的一點(diǎn)關(guān)于教師自己如何維護(hù)心理健康的文,你參考一下。教師的心理健康從根本上說還得由教師自己維護(hù)。一個優(yōu)秀的教師應(yīng)該能夠處理好兩個方面的關(guān)系既關(guān)注學(xué)生的心理健康,同時也重視自

2、己的心理健康。優(yōu)秀的教師在需要的時候能承受巨大的壓力,但他絕不應(yīng)讓自己一直處于壓力之中以至于身心俱損,影響工作和生活的正常進(jìn)行。教師如何維護(hù)自身的心理健康呢?從心理學(xué)的角度來講,教師這一職業(yè)是如今最“開放”的職業(yè)。他的工作得接受許多人直接或間接的檢查和監(jiān)督學(xué)生、校長、教研員、學(xué)生家長、教育局等等,以至整個社會。所有的這些人和社會團(tuán)體都認(rèn)為自己對教師的工作有評價的權(quán)利。對于教師應(yīng)該怎么做,應(yīng)該是什么樣的人,他們都有自己不同的觀念和想法。僅僅是與以上提到的這些人相處就可能讓教師產(chǎn)生焦慮,不管是正常的焦慮還是神經(jīng)過敏性焦慮。并且,教師自己心里也有“一桿秤”,隨時隨地都在監(jiān)督著自己的工作,甚至比別人更

3、嚴(yán)格、更苛刻。因此,教師應(yīng)該樹立正確而且穩(wěn)定的自我概念。自我概念是個人心目中對自己的印象,包括對自己身體、能力、性格、態(tài)度、思想等方面的認(rèn)識,是一系列態(tài)度、信念和價值標(biāo)準(zhǔn)所組成的有組織的認(rèn)知結(jié)構(gòu),把一個人的各種習(xí)慣、能力、觀念、思想和情感組織聯(lián)結(jié)在一起,貫穿于經(jīng)驗和行為的一切方面。個體只有樹立正確而穩(wěn)定的自我概念,才能正確認(rèn)識自己,客觀評價自己,合理要求自己,了解并愉悅地接受自己的優(yōu)點(diǎn)和缺點(diǎn),不給自己設(shè)定高不可攀的目標(biāo)。同時,個體因為對自己更加了解,由己及人,也就能夠客觀地評價別人,接納并理解別人的錯誤和缺點(diǎn),對世事中的不平、不滿、不盡善盡美之處能處之泰然。這種心態(tài)對保持心理健康是非常有利的。

4、自我概念是在經(jīng)驗積累的基礎(chǔ)上發(fā)展起來的。正確的自我概念的形成與知識的積累是分不開的,前面的研究結(jié)果也表明,教師心理健康水平與受教育的程度有正相關(guān)。所以教師應(yīng)多學(xué)習(xí),多接受新知識,以加強(qiáng)自身修養(yǎng)。教師也可以堅持收集有關(guān)他的教學(xué)效果和學(xué)生學(xué)習(xí)情況的資料。這些資料不僅能用來幫助教師提高教學(xué)水平,而且能使教師更清楚地知道他是否達(dá)到了自己預(yù)定的目標(biāo)。教師對自己教學(xué)方法的利弊了解越深,越了解學(xué)生是否接受這些方法,就對自己了解越深,自我認(rèn)識就更客觀,自我概念就越堅定,評價工作就做得越全面,他對自己也就更自信。er4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3p

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