Who am I? Designing ideas and knowing yourself correctly are important conditions for mental health. Many students' emotions and interpersonal relationships are affected by their inability to know themselves correctly, or their self-evaluation is too high or too low. Therefore, it is necessary to help students know how to know themselves correctly through psychological education activities, that is, to let students master the ways and means to know themselves. Generally speaking, there are the following ways and methods to know yourself: first, know yourself through self-reflection and inspection; The second is to know yourself through the attitude and evaluation of others; The third is to know yourself through various psychological tests; The fourth is to know yourself with the help of the results of activities. If a person wants to know himself more accurately, it is best to get to know him comprehensively in various ways. The mental health education class of Who am I mainly adopts the self-reflection method of "I am ……" to help students understand themselves, and at the same time, through the observation and evaluation of other students, help students improve and enhance their self-awareness. Activity goal (1) Cognitive goal: Understand the importance of knowing yourself and master the main methods of knowing yourself. (2) Attitude and emotional goals: cultivate the courage to analyze yourself and sincerely accept students' opinions and comments. (3) Ability or problem-solving goal: Learn to use the method of combining self-examination with others' evaluation to correctly understand yourself. Way (1) to tell and discuss. (2) Fill in sentence patterns. (3) Feedback strategy. Activity preparation (1) Teachers conceive examples or stories about "the importance of knowing yourself" in advance. (2) Prepare the "adjective checklist" wall chart. I am … persistent, obedient, impulsive, resourceful, argumentative and indifferent.

Shy, opinionated, rational, unimaginative, quiet and imaginative.

Methodical, passive, considerate, intuitive, curious and positive.

Responsible, optimistic, dependent, sociable, friendly and good at words.

Novel, helpful, confused, stubborn, independent and resolute.

Concrete, innovative, cooperative, adventurous, pragmatic and conservative.

Perceptual, defensive, confident, intelligent, naive and intelligent.

Generous, impetuous, frank, persuasive, gentle and compassionate.

Thoughtful, reserved, unrealistic, precise, reserved and calm.

Reflective, expressive, efficient, economical, ambitious and pessimistic.

Sincerity, carefulness and idealism (3) Prepare a blank sheet of paper for everyone. Activity process (1) tells examples or stories about the importance of knowing yourself, so as to stimulate students' motivation to participate in the discussion.

The story of the pony crossing the river

Mother Ma sent the pony to the mill to carry grain. It walked and walked, and was blocked by a small river. Looking at the rushing river, the pony doesn't know if he should cross the river. The little squirrel told him that the river was deep. Just yesterday, he drowned a child. The old cow said that the river is very shallow and the water only reaches the knees. The pony looks at the little squirrel, then at the old cow, and then walks up to the old cow and compares her height with the old cow. It smiled. It waded bravely.

(2) Combine stories to guide students to discuss the importance of knowing themselves. The issues discussed are as follows:

(5) Introduce a way for students to know themselves, that is, fill in the sentence "Who am I" and give examples.

[Example 2] Who am I? I am a person who loves to laugh.

Who am I? I am a person who likes to help others.

Who am I? I am an impatient person.

Who am I? I am a person with a wide range of interests.

Who am I? I am a person who loves learning.

(4) The teacher hangs the "adjective checklist" on the blackboard, gives each student a blank sheet of paper, and asks the students to write 5-10 sentences describing themselves with reference to the words described in the adjective checklist. There is no need to name names.

(5) The teacher will put the paper away, fold it and put it in the cardboard box in the center of the group. Let a classmate take a piece of paper and read the sentences on the paper. Let's guess who wrote the paper. Then, the teacher asked the guessed students to say why they guessed, and asked the guessed students to talk about their feelings when they were guessed. This cycle.

(6) Teachers and students discuss whether the relationship between self-knowledge and other people's knowledge is consistent, and analyze, discuss and clarify the inconsistencies to enhance the objectivity of self-knowledge.

(7) Teachers sum up the importance and methods of self-awareness, and encourage students to pay attention to correctly understanding themselves in their future life and study:

(2) transfer. Let each student write down his own strengths and weaknesses, and let the students in the same dormitory (or the same activity group) write down their comments and opinions. By comparison, check whether self-cognition is consistent with others' cognition, and then adjust your self-cognition.

(3) self-assessment. It is an objective method to help yourself know yourself by filling out relevant questionnaires that reflect your own psychology. In other courses in this chapter, there are quizzes to help students understand their personality, emotions and interests for their reference.

"Who am I?" is suitable for primary and secondary school students, but the organizational form of the course needs to be adjusted differently. Generally speaking, primary school students should be psychologically educated by telling stories, discussing and role playing. For middle school students, examples, independent homework, questionnaire filling and other forms should be taken. In addition, in terms of self-connotation, primary school students mainly focus on "material self" and "spiritual self", and middle school students can add "social self" on the basis of "material self" and "spiritual self". Teachers can make adjustments according to the specific conditions of students in this class.