The first lesson of mental health education in kindergarten and junior high school 1 activity goal
1. Let children know that being constantly troubled by bad emotions is harmful to their health.
2. Let children learn some ways to solve bad emotions. Prepare a box of light music and a tape recorder for the activity.
Activity process
1. Teachers and students perform and sing "emoticons" together.
Teacher: Please tell the teacher which expression you like. What kind of expression do you dislike?
Children express themselves freely.
Teacher: Happiness and happiness are good emotions, while sadness and anger are bad emotions. What are the effects of good mood and bad mood on our health? Let children express their ideas boldly.
Teacher: The fox is an angry little guy. Let's hear her story.
The teacher told the first paragraph of the story.
Teacher: What are the bad habits of foxes? How did it turn out?
Children speak freely.
The teacher summed up and guided the children to continue listening to the story: the little monkey loves to be angry, and as a result, he is angry with his body. It was Dr. Uncle Niu who taught her how to treat the disease. What happened afterwards?
The teacher told the second paragraph of the story.
Teacher: Fox didn't win the prize in the singing contest. She was very angry. How did she cheer herself up?
Children speak freely.
Teacher: Fox's beautiful vase was accidentally broken by the little monkey. She was very angry. How did she cheer herself up?
Children speak freely.
Teacher: Children often encounter unhappy things. What other methods can make the mood better? Encourage children to express their ideas freely.
Teachers and children work together to sum up various ways to solve bad emotions. Cry softly, listen to light music, tell your good friends and do exercise. ...
Teachers play light music, teachers and students enjoy it together and experience the happiness brought by music. The activity extends to the setting of boxing area, providing a place for children to vent their bad emotions. Combined with art activities, I show my mood in the form of painting and arrange it into a "mood area". Observe the bad emotions in children's daily life, guide and help children learn to get rid of the troubles of bad emotions.
The first lesson of mental health education in kindergarten middle class 2 I. Activity objectives:
1. Get a preliminary understanding of the influence of "anger" on people and get ways to eliminate this negative emotion.
2. Be able to pay attention to your emotions and have the desire to actively adjust your emotions.
Second, the activity preparation:
1, picture, PPT；;
2. Puppet;
3. Cards of various ways to eliminate anger
Third, the activity process
(1) Observe the expression:
Intention: Introduce the theme and understand that anger is a bad emotion.
1. What happened to Bonnie? Where did you see it?
2. What effect does anger have on people?
3. What might the rabbit be angry about? (Contact life experience)
4. Take a look and listen. What happened to the rabbit?
(2) Story discussion
Intention: organize experience and accumulate ways to eliminate anger.
1. What did the rabbit do when he was angry? Is this useful?
2. How can I calm the rabbit down? (interacting with puppets)
Let's have a look. How did the rabbit calm down? (Children observe pictures alone, and teachers tour to guide)
Summary: Deep breathing can make people calm and relax; Can comfort, can help, tell people who care about themselves why they are angry; Think about the good of others, and you will soon forget the unhappy things ... Rabbit used these good methods, and all his anger disappeared.
(3) Game sharing
Intention: To touch life and know how to keep a happy mood. Playing games with music: What would you do if you were angry?
Conclusion: Everyone will be angry sometimes, which is normal. It is important that you remember what to do when you are angry. I hope everyone will be more and more happy, less and less worried and have a good mood every day.
Activity reflection: children have a preliminary understanding of the influence of "anger" on people and know the ways to eliminate this negative emotion. I will pay attention to my emotions, have the desire to actively adjust my emotions, and also adjust the emotions of others. I know my mother is angry and I want to make her happy.
The first lesson of mental health education in kindergarten middle class 3 I. Activity objectives
1, the child understands the role of the nose.
2. Simple ways to know how to wipe your nose and protect your nose.
3. Children have the awareness of caring for their noses.
Second, the activity preparation
1, vinegar, toilet water (in a cup)
2. Story courseware of Lulu with snub nose
3, a number of paper towels, trash cans
Third, activities are both important and difficult.
Key and difficult activities: understand the role of the nose and master the methods of protecting the nose.
Fourth, the activity process
(A) the lead-in part
Observe the portrait and point out what is missing: it was painted by a careless child. This picture is incomplete. Look at it, children. What is missing from this picture? Show an incomplete portrait and guide the children to say that the nose is missing in the portrait. Teacher: The children are so clever. This painting lacks a nose. Nose is very important to us, but we can't live without our small nose.
(2) Know the nose
The children tried to smell vinegar and toilet water. Teachers and children play the game of "See who has the greatest skill" together, and guide the children to try to distinguish the special smells of various items prepared in advance with various organs, such as vinegar and toilet water, and give encouragement to the correct children.
Teacher: The teacher brought two things to the children today. Please help the children distinguish them and see what they are.
(Children smell and express freely) Teacher: What do you use to smell?
Guide children to show what they have smelled with their noses, and say what they have smelled with their noses according to their existing experience. Teacher: What smell have you smelled with your little nose? According to their own experience, children talk about the smells they have smelled, such as the smell of food, the smell of apples, and the unpleasant smell. ) 2.
Teacher: What does a small nose do besides smell?
The teacher guides the child to say that he can breathe, and prompts the child to pinch his nose and shut his mouth, so that the child can feel the discomfort that his nose will not breathe.
Teacher: Now please play a game with the teacher. Please hold your little nose, shut your mouth and don't talk. Let's see who lasts the longest. (After a while, the teacher let go of his nose and made an uncomfortable exaggeration.) Teacher: Ah! It's too uncomfortable, the teacher can't hold on, it's too uncomfortable! What did it feel like to hold your nose and breathe just now? Is it difficult?
Teacher: What can our noses do besides smell? (Guide the child to breathe) (3) Know how to protect the nose Teacher: Our little nose is really capable, it can smell and breathe. We must protect our little nose. Now share a short story called Lulu with Snubby Nose. Let's take a look at Lulu. Does it protect its little nose?
1, watch the courseware "Snubby Nose Lulu" to let children know how to protect their noses.
The teacher tells a story, and then organizes the children to discuss: Did Lu Lu badminton do it right? What else can't be stuffed into your nose? Teacher: Lulu put something in her nose and finally hurt her nose. Protect your nose, don't pick it, don't stuff it, and be careful not to touch it when you play. Wipe your nose in time. Do you know how to wipe your nose?
2. How to blow your nose correctly for your child Teacher: It's cold recently, and many children have caught a cold. The teacher saw many children with runny noses. The teacher wants to see how the children wipe their noses.
(1) Children wipe their noses with paper towels and the teacher observes.
Teacher: I just watched the children wipe their noses. The children are all great. They all wipe their noses. But some children get snot everywhere when they wipe it. Now let's learn to wipe together.
(2) Explain the correct way to blow your nose according to your child's performance. Hold your nose with a handkerchief or paper towel, first hold down one nostril, gently blow your nose on the other nostril, then hold down the other nostril and gently blow your nose to wipe the nose around the nostril.
Guide children to develop good hygiene habits. When you have a runny nose, don't wipe it around. Wipe it with a handkerchief or paper towel. )
Activities of Class 4, Lesson 1 of Mental Health Education in Kindergarten and Junior Middle School;
1, knowing how to keep a good mood is a happy thing.
2, and can express their ideas in a coherent language.
3. Learn to care about others through activities and sprout feelings of mutual concern.
Activity preparation:
Television pictures, puppets, rabbit finger puppets, sick rabbit pictures, various operation materials, key points and difficulties:
Learn to care about others in various ways and keep a good mood.
Activity flow:
First, introduce a conversation
Did you watch the weather forecast when you came home yesterday? Well, the weather forecast will be broadcast again today. Who will broadcast today's weather forecast?
There is a TV station in the forest, where there is not only weather forecast, but also mood forecast. do you want to hear it ?
(The teacher operates the puppet)
Second, analytical reasoning.
1, the mood of monkeys and pandas is sunny. What do you mean, tell us? So, what does the rabbit tell us if it rains?
2. Can you guess why the rabbit is unhappy?
The child said so many reasons just now. Now let's see what makes Bonnie unhappy.
4. Oh, it turns out that the bunny is only unhappy when he is sick. So, how can we come up with a good way to make the rabbit happy? Summary: After listening to our little friend, Bunny got much better and became happy. He said thank you to our little friend.
Third, experience transfer.
1, animals will be unhappy when they are sick, and we will be unhappy when we meet some things. Now let's ask your good friend if he is unhappy. Why not happy?
2. Your good friend is so unhappy. What will happen if he is so unhappy? (bad for people's health, affecting health; By the way, let's think of a good way to cheer your friend up quickly.
Just now, you thought many ways to help your good friend to be happy. Now the teacher has prepared many things for you (including straws, ropes, paper, plasticine, etc.). ) You can use your head and try to make something that will make your good friend happy, and then give it to him to make him happy, OK? You can get it if you think about it. )
Activity objectives of class 5 in junior high school, the first lesson of kindergarten mental health education
1. Knowing that everyone is afraid, he is willing to express his inner fear.
2. Be able to find ways to eliminate fear and know that fear can be solved in various ways.
The key points and difficulties can be solved in many ways.
Activities to be prepared
1. Early childhood survey (questionnaire): Know what you and your family are afraid of;
2. Picture book "I'm so scared" and growth tree PPT
Activity process
First, the picture book is implanted to understand the fear of bears.
1. Look, who's here? What's bear's mood? Where did you find it?
2. What frightened things did the bear encounter? What does it think when it is afraid?
Summary: Bear wants to cry when he is afraid and wants to find his mother. Key points:
Whether the child is interested in the content of the picture book, pay attention to the enthusiasm of the child to express guesses and ideas.
Strategy:
1. courseware assistance: let children intuitively feel the picture content.
2. Question guidance: Ask questions to guide children to pay attention to picture information and express it with their own experience.
This link is for children to guess the feelings of bears through observation.
State of mind, know what bear is afraid of.
Second, look back on life and talk about our fears. Key points:
1. Talk boldly about what you or your parents are afraid of in combination with previous surveys.
2. Pay attention to children's individual differences;
1. Model demonstration: Encourage children to express themselves more completely according to their own survey information.
2. Questioning and advancing: Return the right of questioning to children. Through the communication of children, I know that everyone is sometimes afraid.
3. Communicate with each other: guide children to talk to each other and provide opportunities for each child to talk.
This link is to encourage children to speak out what they or their parents are afraid of through investigation, display, communication and discussion. Through mutual communication and discussion, I know that everyone will be afraid and worried.
1. Bears are afraid of cars and noise.
Voice ... Then what are you afraid of?
2. Show the questionnaire: let the children talk about themselves.
Or what family members are afraid of.
Ask questions:
(1) What are you afraid of? Why are you afraid?
(2) How do you feel when you are afraid?
(3) Are mom and dad afraid? What are they afraid of?
Summary: When bears are afraid, children are afraid, and adults are afraid, so there is no shame in being afraid.
Third, interact and exchange to form new experiences. Key points:
1. Willing to share their own solutions to fear.
2. Children's listening habits and strategies:
1. Autonomous communication: create opportunities and guide children to actively share their own methods to solve their fears and accumulate different experiences.
2. Individual encouragement: affirm and encourage children's answers.
3. Courseware assistance: Establish a growth tree and encourage children to tell how to overcome their fears with experience.
This link is to let children participate in exchanges and discussions, talk about solutions according to different fears in life, connect literary works with their own reality, and transfer experience.
1. Is there any good way to make you feel better when you are afraid?
2. Wait for the children to communicate freely, and then talk about what methods can drive away the fear.
3. Experience carding, our growth tree.
(1) Show the growth tree: There are many things that children are afraid of on this tree. Now we should eliminate these fears together. With understanding, this tree will grow a love.
Some children are afraid of the dark. Who can help solve this problem?
(3) What if you are afraid of snakes?
Summary: There are so many ways to solve fear. When you are afraid, you can tell others, give your mother a hug, find good friends to play with and do what you like.
Fourth, expanding activities-the secret of drift bottles
1. There are still many children who are afraid. Let's share these secrets and work with them to solve their fears.
2. Children's characterization, packed in a drift bottle for friends. Sharing secrets can increase children's confidence. It can also let more children get the experience of relieving fear.
Activity summary
In the activity, let the children talk about what they are afraid of, exchange their feelings about fear, and let the children's emotions be released at once. The fear of bears in picture books is also something that children have had, and familiar life experiences quickly aroused children's emotional resonance and migration. The use of questionnaires can let children know that when parents are afraid, fear can be solved in many ways. Children's experiences are diverse, and their experiences are promoted and internalized through interaction with teachers and peers. The setting of the growth tree link allows children to have a correct self-awareness and understand that everyone is afraid when overcoming a fear. However, as long as we overcome our fears, we can get more happiness and better results. The setting of the extended link drift bottle allows children to share their experiences with their peers when they get a solution to their fears.