摘要
作为学术用语的心情所描述的是一个人在较长时间内形成并表现出来的情绪体验状态,这种情绪体验状态表现为类型化、定势化了的意识倾向和行为倾向。在这种意义上,可把心情分成愉悦向上的、无所谓的、沮丧变态的等。现实社会中,欲望的膨胀、竞争的压力、人际关系的物化等引发了诸多“问题心情”。青少年置身于一个消费膨胀的境遇下,而成年人的“问题心情”又不断地迁移到青少年的生活中,因而青少年的心情问题需要高度重视。完善学校教育模式、优化家庭养育方式、营造社会人文生态是消解青少年“问题心情”的出路。
As a category of discipline, the mood is to describe the feeling expressed by a person in a comparatively long period of time. Such feeling is expressed as categorized, fixed conscious and behavior tendency. In this sense, there are three types of moods-happy and cheerful mood, indifferent mood and depressed mood. In reality, the expanding lust, competition pressure and materialized relations have caused the emergence of many ＂depressed moods＂. While young people live in an environment full of expanding consumption, adults＇ ＂depressed moods＂ are moving to young people＇s lives and making young people have the ＂depressed moods＂ which deserved high emphasis. By means of renewing the teaching content, transforming the teaching mode, increasing the emotional input and reinforcing the cultural construction, can young people＇s ＂depressed moods＂ be solved.
出处
《教育研究》
CSSCI
北大核心
2006年第1期31-37,共7页
Educational Research
关键词
生活世界
问题心情
心情培育
world of life, depressed mood, cultivation of mood
