Current status and improvement strategies of primary and secondary school teachers' helping competency
中小学教师助人胜任力现状与提升对策

摘要

面对中小学生心理问题出现高发化以及低龄化这样的现实挑战，教师身为学生心理健康引导的关键主体，其助人胜任力的提升变成了中小学心理健康教育的核心命题，本文依据助人胜任力的核心维度构建量表来展开摸底调查，系统剖析当下中小学教师在心理认知、沟通技巧、关系构建、问题干预以及自我调节这五个维度所呈现出的“整体达标然而结构失衡、基础良好但专业存在不足”的特征。结合“探索-领悟-行动”三阶段的助人模式以及近年的研究成果，从分层培训体系、多元实践平台、多维支持机制以及全员育人文化这四个维度给出提升对策，为构建高质量的中小学心理健康教育体系提供理论与实践方面的参考。

Abstract

In the face of the increasing prevalence and younger age of psychological issues among primary and secondary school students, teachers, as key facilitators of student mental health, must enhance their competency in aiding others. This has become the core issue in mental health education for these students. Based on the core dimensions of helping competency, this study constructs a questionnaire to conduct a baseline survey, systematically analyzing the current characteristics of primary and secondary school teachers across five dimensions: psychological cognition, communication skills, relationship building, problem intervention, and self-regulation. These characteristics include "overall compliance but structural imbalance, and a solid foundation but professional deficiencies." By integrating the "Exploration-Insight-Action" three-stage helping model with recent research findings, this study proposes improvement strategies from four dimensions: a tiered training system, diverse practical platforms, multi-dimensional support mechanisms, and a culture of collective student development. These strategies provide theoretical and practical references for building a high-quality mental health education system in primary and secondary schools.