大学生常见心理问题分析

采用临床症状自评量表(SCL-90)对不同年级、不同性别、不同区域的648名大学生进行问卷调查,结果表明,37.9%的大学生存在不同程度的心理方面的问题。大学生心理问题产生的原因主要有社会现实的影响、大学阶段的特殊性、情感困惑和危机、对贫困学生关怀不够和高校心理咨询工作欠缺等,我们需要正确应对大学生的心理问题,有针对性地进行积极有效的调适。     

五大心理咨询理论的操作过程比较

通过对心理咨询五种理论操作过程的比较，分析其异同，澄清人们对心理咨询工作的一些偏颇认识，以利于心理咨询实践的开展。     

中学生写作心理障碍成因与对策

中学生中存在的写作心理障碍严重阻碍着中学写作水平的提高和写作教学的顺利进行。文章在调查的基础上分析了中学生写作心理障碍存在的类型、分布特点、后果厦产生的原因，对解决中学生写作心理障碍的措施进行了研究。     

高校非教师系列基层工作人员职业倦怠审视与分析

高校非教师系列基层工作人员的职业倦怠现象已日益突出。职业的社会认同感低、工作压力大、发展空间小、校内管理体制与评价体系等都是造成职业倦怠的原因,建议从强化职业认同感、满足个体的基本需要及个人努力等方面对进行心理调适。     

关于教师心理调试的几点思考

目前教师心理不够健康的现象比较突出。主要的成因，有个人因素，职业因素，社会因素。提高教师心理健康水平的对策，须加强自我管理，切实减轻教师职业倦怠，呼吁全社会都来关爱教师，关注教师的心理健康。     

大学生心理健康教育途径的探析

时代的发展不仅要求大学生具有必备的理论知识、创新和实践能力，更需要具有良好的心理素质。而目前大学生的心理障碍或心理问题已成为一种不容忽视的社会现象，并呈逐年上升的趋势，状况令人担忧。只有对其采取相应的措施，寻找有效的教育途径，才能提高大学生的心理素质，促进他们的心理健康，使其全面发展。     

心理训练法在诊所法律教育中的运用探讨

心理训练法是运用心理学原理,经过一系列的学习和练习,提升学生心理素质的教育方法。它是法律能力教育的催化剂,它能有效提高诊所法律教育的教学效果。在诊所法律教育中,心理训练通过建构四个模块,有针对性地进行训练,教学效果显著。     

新疆民族大学生校园语码转换的原因调查

新疆维吾尔自治区是一个多民族聚集的地方，各民族语言和汉语都得以使用。在各族师生和睦枢处的综合性大学中，语码转换的情况时常出现。本文通过对新疆大学民族班学生进行问卷调查，从语码转换的语言特征、交际环境和交际双方的心理因素三个方面来分析语码转换的原因。     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

对当前高校心理咨询工作存在问题的探讨--基于对温州大学心理咨询工作现状的问卷调查

对温州大学当前心理咨询工作现状进行问卷调查,结果表明:当前高校心理咨询工作中存在学生获得心理咨询服务不足与学校提供心理咨询服务资源浪费;学校心理咨询的高来访率与低效益;学生对心理咨询的趋避矛盾态度等问题。并提出加强宣传,提高咨询师队伍素质,关心男生群体和成绩差学生群体等对策建议。