Study On The Evaluation Of Mental Health Education In Universities

Mental Health Education of the university in China started late, but its practicalwork and theoretical research has developed rapidly. However, compared with MentalHealth Education of the university, practical work and related research of MentalHealth Educational Evaluation in the university develop slowly. Assessment of MentalHealth Education can contribute to finish the goal of Mental Health Education, canconduct Mental Health Education with an objective evaluation and analysis, can helpin the timely correct the problem courses and activities, can reform and adjust on therelated work. So study on Evaluation of Mental Health Educational in universities,enrich and improve the assessment of Mental Health Education theory，promoteits discipline curriculum development, further promote the development of MentalHealth Education, train highly qualified personnel is of great theoretical and practicalsignificance.The thesis consists of seven parts:Part one: This part is the preface part. The author describes the background of thisstudy, theoretical and practical significance of there search, andresearch ideas and methods. Defined the related concepts of the study and analyzedof existing research.Part two: The theory part, the author introduce Stufflebeam’s the CIPP, Screen’sgoal free mode and Nero’s view of evaluation.Part three: In this part, the author analyzes works of Mental Health Education andexplicit its objectives, principles, content, mechanism and approaches. Did these worksin order to lay the groundwork for the later case.Part four: The author mainly uses the comparison method. Select four typicalareas of Beijing, Shanghai, Guangdong Province, Jinx Province of Mental HealthEducation assessment as a case study, describe, compare and analyze their worksituation, characteristics and the similarities and differences. Reveal several problems. such as the concept of ill-defined, evaluation index system is not uniform, the pathwayof assess the implementation is not yet standardized, each evaluator’s qualities aredifferent, assessment model lack of change, the transparency of the assessment is notenough, lack of policy for guiding.Part five: In the fifth chapter, the author used the CIPP, the goal of free and theview of Nevo for the theoretical basis. For the fourth chapter reveals the problems, theauthor proposed nine recommendations in order to improve the performance of MentalHealth Education assessment:ⅠClearing the definition of Mental Health EducationAssessment.ⅡDetermine the objects of the assessment of Mental Health Education.ⅢDetermine the delegate objects of the assessment of Mental Health Education.ⅣFormulated Mental Health Education evaluation index system. Ⅴ FormulatedImplementation of standards for the assessment of mental health education. ⅥFormulated selection criteria for evaluators. Ⅶ Attention to "process evaluation". ⅧTo ensure the objectivity of the assessment information of Mental Health Education.ⅨFormulated the relevant policies for the University Mental Health Education.Part six: The last section, the author does the conclusion for the research.Part seven: Appendix part, Beijing, Shanghai, Guangdong Province, JiangxiProvince, these four regions college‘s Mental health education evaluation indexsystem...