In ordinary daily life, we often see the figure of self-evaluation, which is a process of self-diagnosis, self-adjustment and self-improvement. How to write a self-evaluation? The following is a model essay on mental health self-evaluation compiled by me. Welcome to read the collection.
Self-assessment of mental health 1. However, I always set high standards for myself. Can use Scientific Outlook on Development to understand the world and society, can clearly understand their social responsibilities, and have a mature understanding and positioning of personal life ideals and development goals.
My major is applied psychology. According to the requirements of my own research direction, I have carefully studied the relevant core courses and laid a solid foundation for my own scientific research. I dabbled in some other courses, broadened my horizons, and got a macro understanding of the application background of my research direction and the structure of the whole discipline. In English study, I passed CET-6 and have strong English listening and speaking ability. In the process of writing my thesis, I consulted a lot of English materials.
Under the guidance of my tutor, I actively participated in various teaching and scientific research activities. In the process of teaching practice, I carefully read textbooks, consult academic materials and reference books, and absorb various knowledge points in the classroom. At the same time, I have strong practical ability, participated in many research projects of my tutor, further improved my theoretical knowledge and practical level, and successfully completed my master's thesis.
In daily life, I am kind and enthusiastic, have a harmonious relationship with my classmates, and actively participate in various group activities. During my time as a member of the branch, I enthusiastically served my classmates.
I have gained a lot in the postgraduate stage, and I have been fully cultivated and exercised from my study, scientific research and personal quality. This is a full and meaningful three years. I believe that these experiences and accumulation will become valuable wealth on my life path. In my future work and study, I will continue to maintain and carry forward the rigorous style of study, work hard and strive for greater achievements.
Self-evaluation of mental health 2. College students are in a period of gradual maturity of physical and mental development. You will often encounter many contradictory shocks. For example, academic situation. In this semester, I feel that I have never entered the state of learning, and I spent a lot of time in confusion. Now that the exam is approaching, I am inevitably a little anxious. Always cramming for the last minute. But I can't blame anyone else. I always think I can read by myself. Who knew I missed so many classes now? So, in this short time, I will seize every minute. It's no use complaining about yourself now. The most important thing is to study and try to make up for what you left behind. There is also love, the success or failure of job hunting and so on.
We college students should establish mental health awareness, optimize psychological quality, enhance their psychological adjustment ability and adaptability to social life, and prevent and alleviate psychological problems. Deal with the confusion in environmental adaptation, self-management, study, interpersonal communication, making friends and falling in love, job hunting, personality development, emotional adjustment, etc., improve the health level and promote the all-round development of morality, intelligence, physique and beauty. But how to do this?
First, cultivate good personality quality. Cultivate a self-acceptance attitude, foster strengths and avoid weaknesses, and constantly improve yourself. Secondly, we should improve our tolerance for setbacks, have a correct understanding of setbacks, and turn negative factors into positive ones. Establish a scientific outlook on life, actively participate in various practical activities, and enrich life experience.
Second, develop a scientific lifestyle. The influence of lifestyle on mental health has been proved by scientific research. A healthy lifestyle refers to a regular life, a combination of work and rest, scientific use of the brain, persistence in physical exercise and attention to hygiene. College students have a heavy study burden and great psychological pressure. If we want to keep the efficiency of study for a long time, we must arrange daily study, exercise and rest scientifically to make our life regular. Avoid excessive use of the brain to cause neurasthenia and reduce the ability to think and remember billions.
Third, strengthen self-psychological adjustment. The core content of self-regulating mental health includes adjusting cognitive structure, emotional state, exercising will quality and improving adaptability.
Fourth, maintain a strong interest in learning and thirst for knowledge. Learning is the main task of college students. With the interest in learning, we can consciously jump into the vast ocean of knowledge and invite them to swim, desperately absorb new knowledge and develop various abilities, so as to improve our own quality and better adapt to the needs of social development.
Fourth, actively participate in extracurricular activities. College students should cultivate a variety of interests, develop hobbies, participate in various extracurricular activities, give full play to their potential, cheer up their spirits, relieve tension and maintain physical and mental health. Only through social communication can we realize the exchange of ideas and the sharing of information and materials. Developing social communication can continuously enrich and activate people's inner world, which is beneficial to mental health care.
Mental health is an important guarantee for college students to master cultural and scientific knowledge. With a good attitude, they can not only achieve good academic performance, but also benefit from lifelong development. Without the cultivation of good psychology, it is impossible to cultivate qualified college students with advanced cultural knowledge. To sum up, mental health education is not only a requirement to improve the comprehensive quality of college students, but also an important guarantee and foundation for college students to develop in an all-round way and become "four haves" talents.
Self-evaluation of mental health 3 i. Evaluation principles
According to the characteristics of mental health education and teaching, the evaluation principles of the teaching effect of this course include universality principle, integrity principle, combination of subjective and objective principle and development principle.
1, the principle of universality. It means that the teaching content is for all healthy students, not just students with psychological problems. Therefore, the evaluation of teaching effect is also for all students to see whether it effectively improves the mental health level of all students;
2. The principle of integrity. The evaluation of the teaching effect of this course should take the evaluation of experts, teachers, students and other evaluation subjects as a whole, rather than just considering the evaluation of a certain subject, so that the evaluation will be comprehensive, objective and effective;
3. The principle of combining subjectivity with objectivity. The evaluation of the teaching effect of this course includes both subjective experience and objective quantification. Only by combining the two methods can we really make an effective evaluation.
4. The principle of development. The ultimate task of this course teaching is to lay a good foundation for students' future development. Therefore, the evaluation of teaching effect should also pay attention to whether it is beneficial to students' future growth and development.
Second, the evaluation content
The evaluation of the teaching effect of mental health education mainly includes two aspects, on the one hand, the growth of students, on the other hand, the growth of teachers. These two aspects are interrelated. The growth of teachers lays the foundation for the growth of students, and the growth of students in turn promotes the growth of teachers.
1, the growth of students
The growth of students after learning is the main part of the evaluation of the teaching effect of mental health education courses. Therefore, the evaluation of students' growth plays an important role in the evaluation of the teaching effect of this course. First, evaluate whether students have clear self-awareness ability. Including self-awareness, self-experience and self-realization, as well as self-awareness of the pressures they face, such as employment pressure, study pressure and interpersonal pressure. It also includes whether you are ready to face and bear these pressures; Secondly, see if students have mastered the methods of managing emotions. Good emotional control ability is an important symbol of maturity. College students learn to control their emotions and provide more possibilities for their future development. Third, it depends on whether students realize the importance of establishing good interpersonal relationships, whether they are willing to change and whether they have mastered interpersonal and communication skills; Fourth, evaluate whether students have good social adaptability. University is half a society. Only by adapting to the study and life of the university can we lay a solid foundation for adapting to the society in the future. Fifth, evaluate whether students have established a correct view of marriage and love. Can students correctly handle the relationship between love, study and career, cultivate their ability to satisfy and refuse love, and correctly handle love setbacks?
2. The growth of teachers
Through the teaching of the course, teachers themselves will grow, and this growth is also an important part of the teaching effect. The first is to improve their own quality, especially their psychological quality. The psychological quality of teachers who teach this course will be a concern of students. Therefore, teachers will strive to improve their self-cultivation and attract and infect students with their good psychological quality. The second is to enhance the sense of identity with this course. Many students care about their mental health, and they urgently need knowledge about mental health. Therefore, students' participation in this course is relatively high, which will make teachers have a sense of identity with this course. The third is to gain a strong sense of professional identity. In the teaching of this course, there is a lot of interaction between students and teachers, and teachers are very popular with students, which greatly stimulates teachers' professional identity.
Third, the evaluation method
The characteristics of mental health education and teaching are openness, practicality and subjective experience of teaching effect. Therefore, it is particularly important to choose the evaluation method of the teaching effect of mental health education.
1, observation method
Teachers themselves, students, peers and even parents can be evaluated by observation. Teachers themselves can observe according to students' participation and classroom activities. Students, peers and parents can observe according to the teacher's mental state, proficiency, classroom atmosphere, class style of study and teacher-student cooperation. Therefore, the teaching effect of this course can be evaluated intuitively through observation.
2. Questionnaire survey method
Questionnaire survey is a widely used teaching effect evaluation method, which is simple to operate and easy to quantify, and can obtain first-hand information about the effect evaluation. The content of the questionnaire mainly includes the understanding, feeling and inspiration of the course, as well as the influence on thinking and behavior. It takes students as the main body and is carried out during or after the teaching. This method can collect a lot of information in a short time. But there are also some problems, such as the design of the questionnaire is not scientific enough and the content is not objective enough. Therefore, it is obviously not enough to evaluate the teaching effect of the course only by questionnaire survey.
3. Interview method
Interview is a very important qualitative research method for the evaluation of the teaching effect of mental health education courses, which has strong operability and skill, and its evaluation subject is generally peers. However, the interview method will also be influenced by subjective factors, such as the level and style of the evaluation subject, which will greatly affect the evaluation of teaching effect!
4. Psychological test
The main purpose of mental health education course teaching is to improve students' mental health level, which can be tested by the results of psychological tests. Students are tested before and after the implementation of the mental health education curriculum to understand the content and degree of changes in students' mental health level before and after the curriculum education, and to test and judge the relationship between the development of students' psychological ability and the teaching of mental health education curriculum. The key point of using psychological test method is to choose the appropriate test scale, otherwise its reliability and validity will be greatly reduced.
5. Situational test method
Setting the situation and testing the learning effect of students can evaluate the teaching effect from another side. First, the teacher sets the inspection time. Time can be fixed, such as during the semester, or flexible, such as a class; Secondly, the teacher designs the situational content in advance. When appropriate, let students handle or handle the situation according to what they have learned; Third, teachers should summarize, comment or guide students' performance. The evaluation subject of situational testing method is classroom teachers, who should pay attention to creating a good classroom environment and let students participate in the situation freely.
Self-evaluation of mental health. Guiding ideology
In order to further explore the effective ways of mental health education, adhere to the principle of educating people, improve the level of teachers' mental health education, cultivate students' good psychological quality and promote their all-round and harmonious development of body and mind, according to the characteristics and laws of primary school students' physical and mental development, the evaluation scheme of mental health school-based activity curriculum is formulated by using the theory and method of mental health education.
Second, the evaluation principle
1, principle of equality. Teachers are required to communicate with students on an equal footing and make friends with students. Teachers and students are not superiors and subordinates, but equal friends, which is the key to a good psychology class.
2. The principle of respect. In the process of teaching, teachers must respect students, their words and deeds, their personality and their personal privacy.
3. The principle of encouragement. Encourage students to actively participate, open their hearts and dare to express their opinions. No matter whether the students' opinions are correct or not, teachers will not make arbitrary judgments under the premise of correct guidance.
4. Principle of participation. In class, teachers are by no means bystanders, and teachers and students participate in activities together to achieve their goals.
5, the purpose principle. Classroom activities should conform to the characteristics of students' current psychological age, improve students' social adaptability and mental health level on the basis of the original psychological level, and at the same time carry out targeted education for students.
As a type of education, school-based mental health education also follows the basic laws of educational evaluation.
Third, the evaluation criteria
1, target achievement status
Educational goal is the starting point and standard of educational evaluation, and the whole evaluation activity is actually to judge the completion of educational goal.
2. Efficiency level
The ratio of the educational effect achieved per unit time to the material and spiritual costs paid.
3. Acceptability of students
Different from the teaching of cultural knowledge in other subjects, activities involve more emotional experience or cognitive internalization, which requires us to design and implement educational activities from the actual needs and acceptability of students.
Fourth, the evaluation process
Clear goals; Determine indicators; Selection method; Identification tools; Implementation plan; Analyze data; Make a report.
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