The Guiding Outline of Mental Health Education in Primary and Secondary Schools clearly points out that good psychological quality is an important part of people's comprehensive quality, and mental health education is an education to improve the psychological quality of primary and secondary school students and an important part of implementing quality education. On the basis of discussing the contents of mental health education for primary school students, this paper analyzes the manifestations and causes of the current unhealthy psychological phenomena of primary school students, and puts forward some suggestions on how to strengthen mental health education for primary school students.

Keywords: mental health education for primary school students

First, the content of mental health education for primary school students

Primary school students' mental health education means that teachers use the relevant theories of psychology, pedagogy and sociology, according to the characteristics of primary school education and the laws of primary school students' physical and mental development, through classroom education, games, activities, counseling and other educational channels, to help primary school students acquire the initial knowledge of mental health, arouse their initial awareness of self-knowledge and self-care, and provide some simple and effective psychological services to students who form obstacles in psychological bias or exclusion, so as to promote the normal development of primary school students' physical and mental health and improve their mental health level. It mainly includes three aspects: cognitive and learning psychology, psychological quality and interpersonal relationship.

Cognitive and learning psychology

Generally speaking, cognition and learning psychology mainly include observation, memory, thinking, creation, learning links and methods, thinking methods and social cognition. Research shows that strengthening psychological health guidance in this area can enable primary school students to learn according to the learning rules, pay attention to learning methods and brain hygiene, pay attention to the combination of work and rest, and eliminate the passive state in learning, so as to better grasp the laws of attention, memory, observation and thinking, and learn to learn to learn.

(2) Psychological quality

Generally speaking, psychological quality mainly includes self-awareness, self-confidence, interest, motivation, ability, personality, temperament, emotion, will and overcoming setbacks. Learning this part is helpful for students to learn self-control, self-management and self-supervision, so as to learn to be a man. Because any education must be internalized into its own cognitive and emotional structure through students' own efforts, and the degree of internalization will depend on students' own quality, especially psychological quality. Therefore, psychological quality education is an important part of health education for primary school students.

(3) interpersonal relationship

Generally speaking, interpersonal relationship mainly includes social communication, being kind to others, and correctly handling the relationship with classmates, parents, teachers and collectives. Through this kind of education, primary school students can improve their communication skills and learn to adjust interpersonal relationships. They can study, work and live in a harmonious, comfortable, relaxed and pleasant atmosphere now and in the future.

Second, the performance of the pupils' bad psychological phenomenon and its causes

(A) manifestations of unhealthy psychological phenomena of primary school students

At present, the mental health of primary school students is generally good, but a few students do have psychological barriers. As far as categories are concerned, psychological barriers include cognitive barriers, emotional barriers, behavioral barriers and personality barriers, which are mainly manifested in the following aspects:

First, I am tired of learning. For some reasons, some pupils can't understand what they learned at that time in time, and then lose interest. They don't listen carefully in class, their homework is perfunctory, their learning efficiency is low, they lose confidence in learning, they lose interest in the collective life of school classes, they are bored, they are unwilling to accept the teacher's education, and even contradict the classroom teacher.

Second, rebellious and irritable. Due to the influence of family disharmony, parents' divorce and physical defects, a small number of students are psychologically deformed, take an uncooperative attitude in communication with others, get tired of teachers' education, and resist parents' persuasion. Conflicts often occur between classmates, leading to tension. When stimulated generally or slightly, emotions are prone to large fluctuations, such as anger, impatience, anger, etc.

Third, depression and panic. Some primary school students do not like to associate with others, and are usually sad, lonely, negative and decadent emotionally. They think that they are completely different from other students, lack confidence in their studies, and have a negative attitude towards life prospects since childhood. They like to treat people and things around them with distrust, and they will fall into pain when they have trouble. I am skeptical about the kind help of my classmates, wary of the teacher's education, and have abnormal reactions such as shyness, anxiety, embarrassment and clumsiness in interpersonal communication.

Fourth, it is a bad line. Some primary school students will resent seeing that their academic performance or other aspects of life are not as good as others. Instead of learning from others' strengths, they are sarcastic and even hostile to other students. A few students have strong selfish desires, and they want to take it for themselves when they see other people's good things, and petty theft often happens. Leaving early or even skipping classes, fighting and fighting have occurred in primary schools.

(B) the incentives for unhealthy psychological phenomena of primary school students

Modern social life is changing with each passing day, and everything around primary school students is also undergoing earth-shaking changes. They are growing up in society, and the changes in the surrounding world have had an important impact on them. Generally speaking, the primary school students' negative psychological phenomena are mainly caused by family, society, school and students' own psychology.

First, family factors. Parents' economic status, political attitude, ideological tendency, culture and education, interpersonal relationship and even family atmosphere have a subtle influence on children. With the accelerated pace of life and the pressure of life, parents often transfer the responsibility of raising their children to grandparents, while ignoring the responsibility of educating their children. Grandparents love the third generation, and often pay more attention to life care, lacking psychological and emotional communication. Because of too much care, these pupils' ability can not be developed, and they are obviously insufficient in autonomy, self-reliance, pressure-bearing ability and interpersonal communication.

Second, social factors. The development of social economy has greatly improved the quality of life of residents, and the only child is often the "little emperor" and "little princess" in the family. Some bad habits in society are also popular among children. Children talk about ostentation and extravagance on their birthdays, give them whatever they want, compare with each other, and forget the fine style of hard work and plain living.

Third, students' psychological factors. In the new era, parents of students generally have high academic qualifications and are greatly influenced by new ideas. These students have a strong general ability and a strong desire for self-expression, hoping to be affirmed by people around them, and often take some extreme forms to express themselves. For example, some students want the teacher to pay attention to him, let the teacher see his ability, and deliberately make noise in class.

Fourth, educational factors. Primary school is the foundation of a person's lifelong development, and what kind of education he receives at school will affect his life. In primary education, too much emphasis is placed on the successful education of primary school students, while the education of primary school students' growth as human beings is ignored. Some teachers have incorrect educational concepts, low quality and improper educational methods, which have caused overload psychological pressure to primary school students and directly affected their mental health development.

Third, measures to strengthen mental health education for primary school students

Carrying out mental health education in primary and secondary schools is the need of students' healthy growth, the inevitable requirement of promoting quality education and the need of cultivating talents in 2 1 century. Strengthening primary school students' mental health education is a systematic project, which needs the common attention and efforts of all sectors of society. A real teacher should not only impart knowledge, but also be a student's health care doctor, a student's life guide and an artist who educates people.

(1) Strengthen communication and get to know classmates.

Due to various subjective and objective reasons, some students seldom express their ideas to their teachers for no reason. This requires every teacher, especially the head teacher, to often go deep into the classroom and use appropriate opportunities and places to let students freely express their thoughts and feelings, so as to understand the psychological state of students and carry out targeted work. For example, in composition teaching, arrange a topic like "words to the teacher" so that some introverted students or students with "hidden secrets" can communicate with the teacher in writing. Teachers should keep this secret, distinguish specific situations for students with different personalities, and choose appropriate forms to help students individually. In addition, talking with students is one of the effective methods of psychological education for students. Through individual heart-to-heart, we can find and master some students' bad psychology, and then "prescribe the right medicine" Through patient and meticulous work, we can effectively adjust students' psychology, help them overcome their own shortcomings and promote them to develop good psychological quality. In order to make individual heart-to-heart talk achieve good results, the class teacher can only gain the trust of the students by becoming their confidants and friends, and the students can talk to their teachers about their troubles. When some students encounter difficulties in their studies, their family life is frustrated, their mood is depressed and their mood is out of balance, teachers should help them, comfort them and have a heart-to-heart talk in time. Teachers should listen to their complaints patiently with a sincere attitude, let them vent their depressed emotions and get rid of the troubles of bad emotions.

(2) Respect and care for students.

As teachers, we should always remember that educators and educatees are equal in personality despite their different roles. Teachers should manage classes democratically and treat every student equally on the premise of ensuring normal teaching work. "Does the student respect the teacher" is the primary condition for the class teacher to evaluate a student's moral character. Has the class teacher asked himself "Do I respect the student?" Respecting students includes respecting students' personality, respecting students' labor, respecting students' achievements and respecting students' privacy. Those students with psychological barriers often don't feel their own value. Only by accepting these students can we accept ourselves. If the teacher does not respect him, he will not feel self-esteem. Students with psychological barriers should adhere to positive educational guidance and try not to criticize in public. Practice shows that only by starting from respect can students open their hearts and psychological education measures be effective.

Create an environment to diversify education

To improve students' mental health, besides regular education, we should also pay attention to promoting students' mental health development through listening, which mainly depends on the psychological environment of the class where students are located. In teaching practice and daily life, teachers should constantly improve their abilities in all aspects, maintain a positive, peaceful and cheerful attitude, and influence students subtly with their own personality charm.

Actively carry out class cultural and sports activities, so that students' excessive emotions can be released in cultural and sports activities and help some students overcome their inferiority and anxiety. Teachers should strongly encourage their achievements in various activities, even a little progress, and fully mobilize their enthusiasm for learning. Pupils give priority to encouragement, and good children talk big, creating a positive atmosphere full of confidence and encouraging them to see their achievements; Strength, continue to work hard, be more diligent, and strive for all-round development. Often carry out collectivism education, so that students can establish a sense of collective honor of loving school classes and carry forward the spirit of unity and friendship. A good class can have a harmonious relationship between teachers and students, which can have great attraction to individual students, let students who live alone feel the warmth of the collective and help them correct unhealthy abnormal psychology. We will hold a class meeting on the theme of setting great ambitions and creating great undertakings to eliminate some people's feelings of vanity, pride and arrogance, and promote the all-round development of interpersonal communication, psychological quality and physical and mental health through a series of activities.

References:

[1] Ministry of Education: Guiding Outline of Mental Health Education in Primary and Secondary Schools, promulgated in August 2002.

[2] Xiao: "Research on School Psychological Education", Paper Science Press, 1, 2000, the first 1 version.

[3] Lin Jianhua, editor-in-chief: Principles and Tutorials of Psychological Education for Primary School Students, Nanjing University Press, 1 June, 9991Edition.

[4] Tian: "Investigation on the Status of Mental Health Education in Primary and Secondary Schools", "Journal of zhoukou normal university", No.5, 2006.

[5] Li Huisheng: "A new probe into the curriculum construction of mental health education in primary and secondary schools", "Curriculum, teaching materials and teaching methods", No.7, 2006.

[6] Cao Jianping: Review of the relationship between mental health education and moral education, Journal of Shaoyang University (Social Science Edition), No.6, 2005.

[7] Qin Qifang: "Primary school mental health education activity class", "Guangxi Education" 2005 No.65438 +0.

[8] Zhou Juewei: "Three ways of mental health education in primary schools", "Heilongjiang Education" No.4, 2004.

[9] Fu Rong: "Three major tasks of mental health education in primary schools", "Mental health education in primary and secondary schools" in 2002, the first 1 period.

[10] Wei: Misunderstanding of mental health education in primary schools, Modern Primary and Secondary Education, No.4, 2002.

Zhang, I hope it is useful to you.