Mental health activity curriculum is an effective way and carrier of mental health education in primary and secondary schools at present, and it is a useful supplement to the construction and development of activity curriculum and school-based curriculum in primary and secondary schools. The following are thoughts on mental health education and teaching. Welcome to read the reference.

Reflections on the teaching of mental health education 1 Psychological education courses are different from ordinary cultural courses, and its teaching methods have certain particularity, and its teaching content, methods and language are quite different from ordinary cultural courses.

And the knowledge involved is very extensive. In the teaching process, it needs to be integrated and applied flexibly, so that the mental health education curriculum can reflect its scientificity.

How to teach mental health education well and improve students' knowledge, feelings and intentions through classroom teaching activities is an important research topic.

Originated from practice and used in practice, through continuous exploration, summary, thinking and adjustment in the teaching process, I gradually formed the following ideas and concepts:

First, grasp the students' psychology and entertain and educate;

From a psychological point of view, students will be more willing to accept the same content in a way that students are interested in.

Facing the students who have never been formally exposed to psychological knowledge, from emotional contagion to emotional sublimation, from "body language" to "conformity", students are full of curiosity about the psychological world, and then expound the benefits of improving psychological quality: improving learning efficiency; Regulate emotions reasonably; Form a good character; Learn to communicate with others, etc. And explain that these are also the contents to be involved in future mental health education.

To a great extent, the teaching goal of "arousing students' interest and attention to mental health, clarifying the significance and purpose of mental health education, and making students correctly understand mental health education" has been realized, which has also laid a good foundation for the development of teaching activities in the future.

Second, adhere to the core principles, cohesion:

The focus of mental health education is the experience in activities, and activities should never be for the sake of activities. Activities should have a theme and a core.

Mental health education should also adhere to a core, and around this core, focus on cultivating students' most basic psychological quality, so that they can learn and experience the core ideas that are valuable for their lifelong development.

Third, listen to other people's stories and guide them according to the situation:

Whether the mental health education course is successful or not depends largely on the degree of students' psychological experience and perception.

Students always care about others' performance on the same issue and like to listen to others' "stories".

(1) Spiritual perception: In class, students can listen to the "stories" of their peers.

Try to make students understand that others have these problems and it is normal for them to have them, and believe that these problems can be solved, so as to learn and master the methods.

In fact, while listening, students are also examining themselves.

(2) Self-opening: If psychological teachers can conduct self-analysis and self-opening in good faith when appropriate and necessary, students will also reduce their self-defense psychology, truly express themselves and explore themselves safely.

But as a psychological teacher, his most important role is always the organizer and guide of the class, and self-opening should have certain principles and limits.

(3) Role-playing: The original intention of psychological drama creation is to let role-players experience situational conflicts, vent themselves in conflicts, discover themselves and change themselves.

This greatly improves students' subjective participation, gives them the opportunity to exert their creativity and imagination, and applies what they have learned in class to solve problems in time, so as to constantly adjust themselves and grow.

Of course, there are still many problems to be discovered and solved in order to really give a good mental health education class and play its greatest role. There is still a long way to go to really do a good job in mental health education for primary and secondary school students, and more and stronger attention should be paid to the mental health of primary and secondary school students.

Reflections on the teaching of mental health education The second part, through the study of mental health education, I feel that the fierce competition in today's society has caused people's psychological pressure. Middle school students live in such a social environment, facing the pressure of entering a higher school, are psychologically fragile and can not be released to a certain extent.

For example, the self-centeredness of the only child in China is becoming more and more serious; For another example, because of the incompleteness of the family, single-parent families whose parents have divorced, lost their father or mother, raise their children every other generation, and their children lack a good living and educational environment.

As far as the current situation is concerned, it is particularly important to carry out mental health education for students.

The first is to carry out psychological counseling activities.

The mental health problems of middle school students are getting more and more serious, and our school has also established a psychological counseling room, which is equipped with full-time psychological counselors, so it should be implemented.

Let students release psychological pressure and solve psychological confusion and contradictions through consultation, pouring out and venting.

It is understood that the psychological problems of most students mainly include: emotional problems such as inferiority, depression, mania, fear, interpersonal problems, uncontrollable bad behavior problems, and confusion in adolescence.

Many of our students need help. In addition to seeking the help of psychological counselors, schools should also regularly offer mental health courses, hold mental health lectures and organize various mental health education activities.

In addition, I think it is not enough to rely on individual full-time teachers for mental health education, and all teachers must participate extensively.

Based on the principle of people-oriented and student development, teachers should constantly update their concepts, change teaching methods, respect students, shorten the psychological distance between teachers and students, and promote the adjustment of students' mental health.

When teachers regard students as intimate friends, communication and understanding between teachers and students are strengthened, and students like your class and are interested in learning, then academic performance can be improved; The close relationship with teachers also enhances students' sense of belonging and self-confidence, and also cultivates students' interpersonal skills, which is helpful to improve students' emotional state, personality and healthy development of body and mind.

Teachers and parents should strengthen communication, always pay attention to students' psychological problems, give parents appropriate guidance and give students timely guidance.

For example, adolescent sex education, interpersonal skills and willpower cultivation all need to play the role of family education.

Parents should also encourage their children to make more friends, give guidance in choosing friends and cultivate their social skills. Too much criticism and restraint will make children lack self-confidence in social interaction.

In the process of children's growth, parents should correctly guide their children, strengthen communication and jointly cultivate their healthy psychology.

Reflection on the Teaching of Mental Health Education Part III Living environment is becoming increasingly complex, and modern civilization is changing everything for people. While fully enjoying the infinite beauty brought by modern civilization, children have to endure the deterioration of their mental health. Students' psychological development is closely related to environmental factors at any stage. If we continue to pay attention to children's scores, but ignore children's mental health, the development of potential and the cultivation of all-round quality, it is unpredictable how much impact and burden it will have on children's fragile hearts. Especially in the important period of psychological development, primary school students are easily influenced by various environmental factors because of their weak autonomy and strong dependence.

At present, there are two major defects in the psychological development of children in China: first, creativity is lower than computing ability; Second, they are slow and indifferent to the loving behavior of their elders and others, and their empathy ability is poor. Therefore, as a front-line teacher, we should pay more attention to the cultivation of students' healthy psychology while imparting knowledge. How to carry out mental health education? Below, I will talk about several ways of mental health education for primary school students in the process of education and teaching.

First, pay attention to infiltrating health education into subject teaching.

Second, establish equal teacher-student relationship with students, be a teacher in class, make friends after class, respect students, safeguard their self-esteem, and often communicate with students in thoughts and feelings.

Third, guide students to participate in beneficial extracurricular activities, so that students' lives are happy, full, healthy and lively.

Fourth, parents and schools cooperate.

Parents are an important factor that cannot be ignored in children's education. It is an important guarantee to promote the psychological development of primary school students to reach a consensus, coordinate educational methods and unify educational requirements.

Reflections on mental health education and teaching 4. Students in our school are in the period of physical and mental development, with unstable psychological quality and many emotional changes. The vast majority of primary school students come from one-child families. Usually, parents are busy at work, and children can only be at home alone after school. In the face of the ubiquitous phenomenon of the only child being alone in today's society, it is very important to train primary school students how to be alone healthily.

In the section "When I am Lonely", the mental health counseling activity class creates a communication platform for students' lonely experiences, and strives to create a democratic, relaxed and harmonious classroom psychological atmosphere. Help students understand their ability to be alone. Encourage students to experience the true feelings of solitude diversity, guide students to master some solitude methods and skills suitable for them, cultivate students' initial solitude ability, and make students establish the consciousness of "self-care, self-reliance, self-discipline and self-improvement" through counseling activities.

At the beginning of the activity class, I started a soft warm-up, situational experience and rambling introduction by creating situations. Because I came here to borrow a class, I set up a psychological questionnaire survey of students' loneliness to expose the problems that need to be solved, which is the focus of this activity class. Students have a certain ability to be alone, but they need to be further improved. Therefore, through a video that touches students' reality deeply, we can discuss and communicate in the form of psychological transposition, develop students' wisdom and potential, help each other and share the essentials and methods of solitude. After focusing on the answer, it is the difficulty of this lesson. After a preliminary study of students' four essentials, I designed the application method of picture analysis. Make an internal summary through the students' own discussion and communication, and let the children know the importance of being alone. Our life is ever changing. Everyone will be lonely sometimes, and may encounter all kinds of difficulties, dangers and other urgent things. Through a video of Sichuan earthquake, we can improve it and let students know that loneliness requires not only courage but also our wisdom.

Of course, since this is my first attempt to teach this course, there are still many shortcomings in this course. Please give me your advice. Thank you!

Reflections on mental health education and teaching 5 Praise others is an important means of interpersonal communication, but for primary school students, some are not good at expressing their true inner thoughts, some are not good at praising others, and some are embarrassed to praise others. Through this lesson, I personally think we should start from the following points:

1. Have a pair of eyes that are good at discovering. The students in this class stay together for about six hours every day. They study and play together, and sometimes they get angry and crazy together. This requires students to discover the different advantages and disadvantages of each student, as well as the shortcomings and shortcomings of others.

2. Be good at appreciating others accurately. When we find that others have advantages, we should praise them and tell us what we need to learn from you, and feel the inspiring effect, so that students can make continuous progress.

3. Praise others sincerely. Our praise and praise to others must be from the heart, tell our true feelings and let the other person feel that it is a true evaluation.

4. People who praise and are praised feel a kind of happiness. When someone discovers your merits and praises you, the person who is praised feels happy physically and mentally, and that kind of joy is beyond words. People who praise others will feel happy and happy if they praise others with an open mind, and both sides will feel happy when they are praised.

5. Learn to praise in person. Learning to praise others in person can exercise students' oral expression ability, give timid students a chance to exercise their courage and lay a good foundation for future development.

Reflection on the Teaching of Mental Health Education Chapter VI Health is not only physical defects or major diseases, but also psychological health and good social adaptation. Many problems in life are often caused by problems in the mind of the generator. Some pressures from study, work and life, as well as the fetters of interpersonal relationships, may affect our mental health. It's really easy to make mistakes and even make major mistakes if you are not healthy inside.

Everyone in this society will have some psychological problems. Most of these problems have not been solved or vented by themselves. But for the intern teachers and students at this stage, their mental health problems are really serious, and there is no solution. Xx is a perfect university with a psychological counseling center for college students. Students can receive psychological counseling by appointment. Even as an intern teacher now, I will care about our mental health problems and send out some questionnaires from time to time. Even though I gave feedback on the psychological problems of interns, during my internship, I found that many students made mistakes, mostly because of their psychological problems, but the teacher did not pay attention to this in the process of criticism and teaching. They simply think that students make more mistakes at this age or they are ignorant. There is a psychological counseling room on the fifth floor of this internship school, but it hasn't been opened for more than a month. I believe it's just a decoration. If schools do not pay attention to students' mental health problems and do not solve them, even junior high school students. Don't wait until they are sent to society to pay attention to solving mental health problems? A lot of mistakes were made at that time. I hope that I can pay attention to and tell my children about the existence of mental health problems when they are in their teens, and solve them when problems arise.

Even if we practice in other places, we are still in love with teachers and students, and there will be some psychological problems. If we don't solve them in time, it will be bad for our future work. We are over half of the internship, and most of our classmates have basically adapted to the internship life. I believe that the past two months have not been smooth sailing. Interns have no' ability' and experience, and personnel handling is not very good. Everyone has a lot of personality differences. I have a lot of problems in my heart, or I feel annoyed, annoyed and tired. To tell you the truth, I have been feeling a little tired recently. In the first month of internship, I felt that I belonged to this place. Now that more than a month has passed, I don't think I belong here. Personnel relations are too complicated. There are many reasons why they are different, but I don't understand. Maybe I'm paranoid. I wonder if other intern teachers feel this way. Not only during the internship, I hope my students are healthy and have good academic performance, but also I hope they are mentally healthy. Even if I'm gone, their future lives will be the same.

There are still about two months' internship time. I will continue to try to adjust my best condition, teach my students seriously and responsibly, work with full enthusiasm, complete my tasks seriously, and live up to my expectations in the following time.

Reflections on mental health education and teaching 7. Mental health activity class is a new course. To achieve good results and play an important role in school mental health education, in addition to constantly improving teaching, we need to make the following efforts:

First of all, students' ideas should be changed. Students should first realize the importance of mental health, so that they can consciously pay attention to their mental health, take it seriously in psychology class, devote themselves wholeheartedly, do what they say and be emotional, and achieve the expected results.

Secondly, teachers' ideas should be changed. Teachers who take mental health activity classes should pay attention to the actual needs of students, break the traditional classroom teaching which focuses on teachers' speaking and students' listening, let students move from passive to active, fully reflect students' autonomy and let students take the initiative to participate.

1, create psychological situation

Because the primary purpose of mental health education is not to solve the problem of knowing and not knowing, but to create a certain psychological situation and carry out enlightening activities, thus causing cognitive conflicts within individuals and awakening students' subconscious psychological experience, thus actually affecting students' mental health and improving their psychological quality. For individual psychology, no matter how wonderful and vivid the lecture is, it can't replace personal feelings and direct experience. Even a little inspiration can leave a deep memory. It can be seen that the experience in "situation" is one of the core factors of psychological activity class.

Furthermore, psychological classroom can be said to be the intersection of heart and heart, the confession of soul to soul, the vibration of life rhythm, and the process of self-exploration, self-understanding and self-renewal for each student. It needs to let go of personal defense consciousness, discuss and share with other members in an atmosphere of mutual respect, acceptance and trust, and communicate sincerely. So I think that if we want to have a good mental health education activity class, we should adjust and choose the physical space according to the specific content and form of the activity, so as to shorten the psychological distance between teachers and students, and then create a suitable psychological situation to ensure the smooth progress of the whole activity. For example, when arranging seats, you don't have to stick to the fixed seats, you can use the seating forms such as "front and back", "fan" and "free grouping", which is conducive to communicating information and feelings between teachers and students or between students, even without sticking to the scope of the school, and experiencing and feeling in life practice.

In addition, in order to create a better classroom situation, we can also make full use of modern educational technology to integrate symbols, languages, sounds, graphics, animations, video images and other multimedia information technologies into the classroom to stimulate students' interest in participation.

For example, in the psychology class of "The Art of Rejection-Learn to Say No" in the third grade, I made full use of multimedia technology and downloaded Guo's sketch of "Say something" in the computer, which made the students get into trouble and confusion because they couldn't say "no". The setting of this situation is dynamic, humorous and thought-provoking. The students were attracted at once, involuntarily immersed in the classroom link designed by the teacher, and followed the protagonist in the sketch step by step to realize the harm of not saying "no", helping the protagonist to decipher many barriers. Finally, to sum up, only by learning the art of refusal and saying "no" properly will there be so many unnecessary troubles, and at the same time, how to refuse reasonably and moderately will be emphasized. Between ignorance, ignorance and no trace, the purpose of the activity was achieved, the psychological needs of different students were met, and the educational situation in which all students actively participated was successfully created.

2. Choose activities appropriately.

If you want to have a good psychology class, the choice of course content is extremely important. For the selection of the content of psychological education courses, we should grasp a principle, that is, starting from the logic of life and the logic of problems, according to the characteristics of students' psychological development and the laws of physical and mental development, we should choose the topics that are most closely related to students' real life, find the problems that students are most eager to solve, and make students interested in activities, so as to make them play a good counseling role.

The content of mental health education comes from real life. Taking students' growth needs as the starting point, doing some pre-class surveys or choosing topics according to students' letters are all good methods. Only when students have problems can students feel the truth and teaching be targeted. This will not be lost, but also provide vivid materials for activities.

At the same time, in the choice of course content, teachers' eyes should not be limited to textbooks and classrooms, but should look at the society. In today's society, students not only receive information in classrooms, schools and families, but also receive information from a wide range of sources. They read books, newspapers and magazines after class, listen to radio and television, take part in social surveys, and even a few students ask for information through the Internet. Therefore, a good psychology class should be able to combine the teaching content, use modern educational media, jointly display the information collected by teachers and students, strengthen information exchange, organically combine inside and outside the class, expand the amount of classroom information, expand students' knowledge and expand psychological education functions.

3. Take various forms of activities.

A good mental health education activity class should be based on the specific content, purpose and age characteristics of students. Due to the limitation of age, primary and secondary school students are rich in perceptual thinking and lack of rational thinking, which determines that the psychological activities of primary and secondary school students should be diverse, relaxed and lively, such as games, psychological short plays, role-playing, scenario simulation, discussion and communication, behavior training, psychological tests and so on. In the process of activities, teachers only give appropriate inspiration, guidance and demonstration, so that students can carry out activities independently, exercise students in activities, learn to be self-reliant, self-reliant and confident in independent activities, and learn to think and solve problems independently.

No matter what form, teachers should follow the principle of taking students as the main body in mental health activities. The whole process should make students think more, be moved more, participate more and feel more. Teachers should not make too many statements and explanations, so that students can apply the psychological experience gained in activity classes to real life and guide practice. Even when teaching students to master problem-solving methods and skills, students should be fully allowed to think, summarize and find ways. The teacher only gives hints when necessary, and finally helps to summarize, supplement and refine. This way of making students complacent is obviously much more meaningful and has a deeper experience than the teacher giving the answer directly.

4. Classroom evaluation

The classroom of mental health education emphasizes the process, the application of knowledge and skills, students' personal participation in exploratory practical activities and their feelings and experiences, and students' full participation. Paying attention to students' psychological feelings and inner experiences is the core of psychological activity class. The key to the success of mental health education activity class lies in whether it can activate students' psychological process and arouse their inner feelings. Therefore, we should attach importance to teachers' evaluation and evaluation in the process of activities, and attach importance to students' self-evaluation and self-improvement in the process of activities, so that evaluation can become a process of students' learning practice and reflection, self-discovery and appreciation of others. Teachers should pay attention to the incentive of evaluation, encourage students to play their own personality and talents, and strive to form an atmosphere that encourages students to be proactive and innovative. Teachers should also encourage students to open their hearts and express their true thoughts boldly. There is no right or wrong way for students to speak. As long as it is true, teachers should be tolerant.

Therefore, in the activity class of mental health education, as teachers, we should participate in the activity wholeheartedly, fully respect students, treat students equally, listen carefully to students, patiently inspire students, actively guide students, let students experience inner thinking and inner experience, and reflect their true mentality. Among them, teachers' classroom evaluation plays an important role and affects every step of the activity. If students want to get real self-experience in activities, be moved by emotions, be willing to actively explore themselves, and their psychology is indeed improved, it is essential for teachers to have intelligent and enlightening classroom evaluation.

In addition, psychological teachers should pay attention to their studies and constantly improve their professional level. At the same time, they should also pay attention to the dynamics of brother schools, learn from the experience of advanced areas, and strive to run the class better.

In short, in order to have a good mental health education class, teachers should proceed from students' reality and satisfy their curiosity and strong psychological needs. In the process of activities, students can acquire psychological knowledge, establish mental health awareness, understand psychological adjustment methods, master mental health knowledge, reduce and avoid the psychological influence of unfavorable factors, form optimistic psychological quality and promote the sound development of personality.

Reflections on the teaching of mental health education Chapter 8: I have the opportunity to design my own courses better, and I have learned something from it and grown a lot. For example, I learned to plan a complete course and pay more attention to the design of teaching and the use of guiding language. As the host of a project, I learned to coordinate all aspects of work. The following are my thoughts after I wrote "Getting on the Train of Life":

First, teaching design

Introduce new lessons: the initial time of life (birth), the past tense of life (childhood), the present tense of life (youth) and the future tense of life (future). Watch the journey of life and end it. I am satisfied with the teaching design of this course. The warm-up game is very cleverly designed, which naturally leads to the topic. The whole teaching idea is clear, step by step, and students' initiative has been well played. This class was decided after I attended it several times, and I changed it again and again, four times. In the future teaching, I will make more efforts in the design of teaching ideas, because the design of teaching ideas is directly related to the success or failure of a class.

Second, the class organization.

The main body of the classroom is the students, and the teacher is the organizer of the classroom. In the classroom, how teachers organize and guide students is a knowledge as well as an art. In order to make the class go smoothly, I first organize smooth cohesion means, so as to realize the natural transition in all aspects of teaching. In class, students will have difficulties in solving some problems and need the inspiration of teachers. My inspiration to students and comments on students' speeches can be concise, to the point, concise and refined, rather than simple repetition. The teacher is the guide in the class. How to guide and stimulate students' autonomous learning potential is worthy of my in-depth study.

Third, rich emotions

In the activity class of mental health education, teachers need to smile, infect students with rich emotions, and let students' hearts be baptized. In every class, I can teach naturally and generously, with a smile on my face, and guide and influence students with emotional language, demeanor and movements, so that students can learn knowledge in a relaxed and happy atmosphere, broaden their horizons and gain something better from psychology classes.

I have learned a lot and gained experience through this excellent course. At the same time, in this experience, I also fully exposed my own shortcomings, and many places need to be strengthened. For example, the application of computer software needs to be strengthened, and the ability to write reflections, suggestions and papers should also be strengthened. As a primary mental health education teacher, I still have a lot to learn. In the future teaching process, I will learn from my peers with an open mind, seize the opportunity to hone myself and strive for greater progress.

Borrow the conclusion of "Getting on the Train of Life" to end this article: The scenery along the way is gorgeous, sad, smooth and depressed. We have both troubles and happiness on this road. No matter what the situation is, it is a part of our life. Let's take a youthful heart, step forward in the footsteps of youth, experience it well, and experience it with heart. Let's take the train of life together to feel our beautiful life!

Reflections on the teaching of mental health education. Sexual psychological education for teenagers has always been a sensitive topic. Teachers and parents all know and hope to give correct and positive guidance and education to adolescent children, but they are worried that talking about sex education and communication between boys and girls through the classroom will make many people misunderstand and worry that it will have a negative impact on the development of students, so the education of adolescent sex physiology, psychology and morality has become a vacancy in school education. Through the form of psychological activity class, we talk about adolescent communication with middle school students in class, hoping to break the previous situation of "thinking but not daring" about adolescent education.

The activities of this psychological activity class are mainly carried out by two adolescent emotional examples of middle school students. The specific plot of the story is slowly developed by the students through their own imagination and speculation. The purpose of doing this is to avoid directly analyzing students' own problems and causing students' disgust. Second, stories happened to peers are close to students' reality, which is beneficial for students to contact themselves and think for themselves. In the development of the story, we specially designed several "choice points" that students need to make choices. These are often the troubles that students may encounter in adolescence (such as having a good impression on the opposite sex and receiving love letters). On the "choice point", we set different options for ABC according to the students' reality, so that students can think, discuss and choose the protagonist, and teachers can give appropriate guidance on some issues. Replacing the three options with red, yellow and blue cardboard can not only fully mobilize students' enthusiasm and promote their active participation, but also ensure students to express their ideas more truly. In the whole class, students are the protagonists of activities, and students' resources are fully mobilized. I spend most of my class as a guide, giving positive guidance and education in special and key links.

This course can play a role in adolescent education series. All aspects involved can and need to continue to carry out mental health education as a special topic. For example, in the class of sexual physiology and psychology in adolescence, we will continue to talk about sexual impulses and good feelings for the opposite sex in the hazy period; In the education of boys, discuss the topic of responsibility and respect in depth; Talk about the topics of self-protection and self-esteem and self-love in more detail in the education class for girls; Talking about sexual crimes in sexual ethics class ...

Teachers adopt a nearly "value-neutral" attitude, which reduces the elements of "value intervention" and makes the problem open. Students can stimulate their thinking by participating in various activities, treat their emotional world rationally, and get different information feedback from their peers on similar issues and draw their own conclusions, which is very conducive to their self-reflection and self-growth in this special period.

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