On the teaching mode of mental health education activity class in primary and secondary schools

On the teaching mode of mental health education activity class in primary and secondary schools

Mental health education activity curriculum is an effective way and carrier to carry out mental health education in primary and secondary schools. It belongs to the category of activity class, based on the characteristics of students' psychological development, students' psychological needs, paying attention to students' current psychological state, and designing and organizing its implementation with the main line of cultivating students' healthy psychology. The activity class of mental health education is different from the theory of mind class, because it is not only the teaching of definition, concept and theory of mind; Mental health education activity class is also different from games and activities, because it not only allows students to experience emotions in games or activities, but also has no "knowledge" guidance. We believe that to cultivate students' psychological quality, we also need to be "sensible, emotional and guided". Paying attention to rational teaching, emotional experience or action training are all one-sided. Therefore, it is necessary to organically combine "knowledge, emotion and action" in students' mental health education. How to create various situational activities in specific operations, provide students with more practical opportunities, let them be infected and exercised in emotional experience and specific actions, and make mental health education organically combine knowledge and practice? On the basis of years of practice, I put forward the teaching mode of "feeling, understanding and affection"

First, the theoretical basis of model building

Teaching mode is an organic combination of certain theory and experience, and it is a relatively stable teaching strategy and method for organizing and implementing specific teaching tasks. The design of teaching mode is conducive to the reform of classroom teaching institutions and the grasp of classroom teaching rules, because the teaching mode is under the guidance of a certain teaching theory, is the concrete expression of a certain teaching theory in a specific environment and under specific conditions, and is the intermediary for this theory to play its practical function, thus unifying the teaching structure and function under specific conditions. The teaching mode of "feeling, understanding and feeling" is a kind of learning around activities under the guidance of teachers. This model requires teachers to use diversified methods to present the content to students step by step, and in the process of gradual presentation, students are required to feel life and problem situations, and then the model of student interaction and teacher-student interaction is used to summarize, so that students can be complacent in since the enlightenment and realize the purpose of self-education.

1. Guided by humanistic educational psychology, this model attaches importance to students' spiritual needs and personal experience, and emphasizes the participation of each subject. Through psychological communication between teachers and students, students can get psychological support and experience not only from teachers, but also from the psychological field formed by activity classes, thus optimizing emotional quality and improving mental health.

2. The establishment of this model must be based on the characteristics of activities to prevent two tendencies.

(1) Prevent the tendency of violating discipline. Compared with the traditional curriculum, the activity curriculum of mental health education is very different. Subject course is an "understanding-experience (application)" course based on scientific social experience and natural experience. On the contrary, the process of mental health education is a process of "experience-understanding". The essential difference between them lies in the design concept and form of the course, so the teaching mode of mental health education activity course should obviously be different from other disciplines.

(2) prevent the tendency of moral education. An important difference between mental health education and ideological and moral education is that it emphasizes acceptance and non-criticism. Therefore, the establishment of mental health education activity curriculum education model must attach importance to personal experience, communication and guidance, and must be unfiltered cognition and non-criticism.

Second, the implementation strategy of the model

Education emphasizes people-oriented, and mental health education also needs people-oriented development, infecting students with teachers' personality charm. The teaching mode of "feeling, enlightenment and awareness" is that teachers create certain psychological situations and carry out inspiring activities to arouse cognitive conflicts in students' minds, awaken students' subconscious psychological experience, and achieve the purpose of actually cultivating students' healthy psychology and improving their psychological quality through personal perception. Its implementation strategy can be divided into three stages:

The first stage: set the situation, experience the situation and know yourself.

The second stage: change the scenery, feel involved and adjust yourself.

The third stage: reappearing the situation, since the enlightenment is complacent and self-evident.

The whole teaching process has potential vitality, which comes from the interaction and mutual feelings among teachers, students and students. It is a multi-directional communication, which makes students interested in mental health education. At the same time, the whole teaching process is student-centered, students think more, act more, participate more and feel more, and teachers don't talk too much. Teachers only guide students when necessary. This way of making students self-conscious, self-disciplined and complacent since enlightenment is of course much more meaningful and profound than the teacher's direct answer. The whole teaching process makes mental health education realize the organic combination of knowledge, emotion and action.

The above three stages have a certain order, but they are not necessarily limited to this order according to the different educational contents. In short, these three stages can be accomplished through three basic activities:

1. Cognitive. What kind of behavior and emotional experience a person has depends on his cognitive response to emotions. If the cognitive response is positive and correct, then his emotional experience is positive and his corresponding behavior is positive; On the contrary, the situation is just the opposite. Cognitive style is to guide students to learn the correct cognitive style, and to achieve the goal through students' cognitive activities such as perception, imagination and thinking. This can be achieved in the following ways:

(1) story association. At the beginning of the activity or during the activity, teachers use students' psychology of listening to stories to introduce stories, and at the same time train students' imagination and creativity to express their inner feelings and experiences through students' conceptual association activities.

(2) Discussion-clarification. Discuss or debate sensitive issues, hot issues, confused issues and controversial issues that students are currently concerned about.

2. Situational style. Guide students to experience and feel by providing and creating some specific situations. The situation falls into the following categories:

(1) atmospheric style. Use multimedia means such as video recording, audio recording and movies to truly reproduce some life scenes, or feel the beauty of the environment, or feel the ups and downs of the characters' mentality.

(2) Role experience. According to the needs of the activity, let students play a role in the activity, think and act according to the needs of the role, experience the' thought and psychology' of the role, learn to imitate the good side or more clearly recognize its inappropriate thinking mode and behavior, thus enhancing self-awareness, alleviating or eliminating psychological problems and developing good psychological quality. These activities are as follows:

A mime performance. The tutor puts forward a theme or a scene and asks the students to perform with expressions and actions instead of language.

Empty chair performance. Performed by one person. Put the two chairs opposite each other. Students sit in one chair first, and the other chair is empty. But suppose another person is sitting. Ask the students to act out the conversation that happened between them, or his thoughts, and then sit opposite, play the role of the other party and speak from the other party's position. This repetition can enhance students' understanding and communication with each other.

Role exchange. Similar to the former, but involving more than two people. For example, a tutor lets a student play the role of loser and a student play the role of helper. After talking for a while, two people exchange chairs or roles.

Double kill Two students, one is a student with problems and the other is an assistant actor. Assistant actors will repeat what the problem students show, so as to show and repeat the facts and help the problem students know themselves clearly.