Primary school mental health education teaching plan 1 teaching purpose:
Help students find and understand the bad habits in their own lives, and cultivate students' healthy and scientific behavior habits and lifestyles.
Teaching focus:
Enable students to discover and understand the bad habits in their own lives, and cultivate and develop healthy and scientific behavior habits and lifestyles.
Teaching process:
First, explain the task.
Each of us has some habits, some good and some bad. Good habits should be carried forward and bad habits should be corrected. If you have some bad habits, we will help you change your bad habits in this class.
Blackboard: Get rid of your bad habits.
Second, the newly awarded part.
1. Watch the recess drama "Xiao Hong's Three Meals": The main idea of the story: Xiao Hong gets up in the morning, washes the wrasse, and her mother sets the food in the restaurant and asks Xiao Hong to have breakfast. Xiaohong said, "Mom, I'm not hungry. I won't eat." Then I went to school. As soon as Xiaohong entered the house after school at noon, she saw her favorite braised pork ribs on the table. Xiaohong picked up chopsticks and wolfed them down until she couldn't eat any more. On the way to school in the afternoon, she began to have a stomachache. When she got home at night, she found that there was only one kind of eggplant sauce that she didn't like the most. Xiaohong only took two bites and then stopped eating.
The teacher asked: What are Xiaohong's bad habits in class? Answer: blackboard writing: no breakfast, overeating and picky eaters. The teacher asked: What are these bad habits? Answer: blackboard writing: unsanitary.
The teacher asked: Who can talk about unsanitary habits and other students' answers: The teacher wrote on the blackboard:
Teacher: Do you have any bad habits in this respect? How are you going to correct them?
Summary method: (omitted)
2. Watch the recess drama Xiao Ming's 100.
The teacher said that I read today's math paper first, and now I will send it back to you. I will publish the correct answers and ask students to rate themselves against the standard answers. Xiao Ming didn't pay attention at first sight, so he quickly corrected the wrong answer in the blank and got 100. At the end of this class, the teacher said, "Students, the teacher is doing an honesty test. Dishonesty must be corrected. " .
Watch the questions in the slide show and answer them after discussion at the same table:
(1) What is this bad habit, Xiao Ming?
(2) What kind of bad habit is dishonesty and cheating the teacher?
(3) What other habits are bad in interpersonal communication?
If you have one of these bad habits, what are you going to do?
3. Watch the drama between classes: The guest is coming. The main idea of the story is: Uncle Zhang brought a box of gifts to visit, and Dad took the gift box and put it on the table, then chatted with Uncle Zhang. Xiaoli opened the gift box and found a cake that she loved to eat, so she ate it. While eating, she called her father to accompany her to the park.
Look at the slide: show me the problem:
(1) What bad habits does Xiaoli have in the story?
(2) What is this bad habit?
(3) What are the bad habits in family life?
(4) What if there are any plans?
Use the method of learning the first two items just now to teach yourself, discuss in groups and send one person to answer.
4. Tell me what other bad habits you or other students have in daily life and your corrective measures.
Third, summary.
1. Q: What did you learn from this lesson?
2. Teacher's summary:
Everyone will have some or some bad habits to varying degrees. As long as everyone has the courage to recognize and admit their bad habits from an early age and is determined to correct them, they can make continuous progress and grow healthily.
Tomorrow after tomorrow, there are so many tomorrows. Tomorrow will never come.
The teacher explained it and everyone read it together.
Fourth, summary.
Students, through today's study, realize the harm of procrastination and develop good study habits. Don't wait until tomorrow.
Blackboard design: Don't wait for tomorrow.
Tomorrow after tomorrow, there are so many tomorrows.
Tomorrow will never come.
Teaching plan of mental health education in primary schools. Design concept
The new curriculum reform advocates students' cooperative learning and independent inquiry, and requires the establishment of a new teacher-student relationship, that is, a democratic, equal and harmonious teacher-student relationship. This puts higher demands on our educators. How can students really cooperate, form a cooperative spirit of mutual inspiration, learn from each other's strengths, cooperate with each other, and establish students' self-confidence? This is a great event before us. Students should learn to cooperate with their parents, teachers and classmates. Cooperation is the only way for students to succeed in life. The premise is to have self-confidence, that is, to believe in the idea that I can do it. Many students, including those who have set foot on their jobs, can't correctly understand the advantages of themselves and others, and can't establish self-confidence, which leads to pessimism, disappointment and negativity. As a result, they hit a wall everywhere and have a heavy psychological burden, making it difficult to succeed in all aspects. Mental health education activity class is the most effective way and carrier to implement this kind of education. It is a form of activity for all students, focusing on solving problems in students' growth, organizing activities based on students' psychological needs and concerns, centering on students' activities, centering on students' psychological feelings and experiences, focusing on students' psychological development and growth, and aiming at students' self-help and helping others. In view of this, I designed this activity class from the age characteristics of primary school students, and used various methods and forms, such as scene creation, games, role-playing, group discussion, and interviews with reporters. To guide students correctly, and finally achieve the effect that students believe that I can do it and establish self-confidence.
Second, the purpose of the activity
1. Through activities, let students know themselves correctly, see their own advantages, and treat their own and others' advantages and disadvantages correctly, so as to discover the advantages and highlights of others and establish self-confidence.
2. Through mutual evaluation, guide students to face up to individual psychological influence and establish a positive attitude towards life.
3. Be able to face life with confidence, have good psychological quality and be successful.
Third, activity preparation
One balloon for each student, one intimate card for each student, tape recorder, tape, multimedia courseware, self-made press card and camera.
Fourth, the activity process
1. Create scenes and introduce passion.
Teacher: Hello, class! I am very happy to communicate with you today. Are you confident to do this activity well? Please step forward if you have confidence! The topic we are discussing today is: believe that I can do it! Let's invite representatives from all groups to come on stage. (The representatives of each group hold balloons with words printed on them in front of them: I believe I can do it! )
The teacher clicks the mouse and the screen shows: I believe I can do it!
Let's play a game first. Each group leader exchanges supervision, and each student has a beautiful balloon. As soon as I said, the students began to blow up your balloon, which group blew it out first. Too little gas doesn't count. Are each group confident of winning the championship?
Student: Yes!
Teacher: Then let's blow out our courage and confidence. Ready, go!
Teacher's summary: Just now, all the students in each group actively participated and were full of confidence. The winning team is a certain group. Let's encourage them with warm applause! Do the students like the balloon in your hand? Do you want it? Then I will give it to my classmates as a souvenir!
2. Play the recorded story and talk about your experience.
Can I make some demands for you? First, you don't have to raise your hand when you speak, just stand up and say it; The second is to strive for every student in each group to have a chance to speak.
Let me show you a classmate's inner monologue. (Playing the recording) Please listen carefully with your ears pricked up. After listening, we have some questions to discuss.
Recorded content: I am a primary school student in Grade Three. Recently, I was lucky enough to be selected in the first round of the mathematics competition organized by my school, so I studied harder. However, in the second selection, I was eliminated. I feel really useless, especially sorry for my math teacher and ashamed to meet people. I want to go home and let my mother comfort me, but she told me that the social competition is getting bigger and bigger now. You should study hard, you can't do it without hard work. You see, isn't this math contest an example? Work hard, son, and don't live up to what Dad and I expect of you! I feel more and more psychological pressure. Actually, I did my best. Am I too stupid? Oh, I'm useless!
Discussion: How do you feel after listening to this little classmate's inner monologue? Do you want to help her? Ask students to talk about it.
Design intention: Through a primary school student's inner monologue, it can arouse students' emotional resonance, because what she said is closely related to students' daily life, and it is also a science to guide students to learn to listen and listen carefully to other people's words. At the same time, asking students to talk about their feelings and find ways to help them is actually a way to cultivate students' self-confidence, that is, how to believe that I can do it, so that students can communicate with each other and learn from each other in the discussion.
3. Discuss in groups and face it bravely
Teacher: Do you lack confidence in your study and life? If so, please write it down. If you have a good solution, please write it on a thoughtful card. Play beautiful music. )
When the children finish writing, some will breathe a sigh of relief, others will stretch out and give me a knowing smile. Teachers and classmates help each other solve their own problems.
In order to make students have psychological resonance, teachers should first provide solutions to problems, and then students should learn to release their psychological depression, speak out their self-confidence on the intimate card, learn to build self-confidence and try to solve it.
4. Interaction between students and teachers and students
Teacher: Students, I heard that although some students in our class have had self-distrust, many students can handle it correctly or ask for help. Today, the CCTV children's column reporter will give us a live interview on this activity, and we invite two students to come up as small reporters. Two students were interviewed at random. The topic of the interview is: Do you have any self-confidence and how do you deal with it? Have you ever succeeded by building self-confidence? What made you build up your self-confidence?
The interviewees can be classmates, teachers, teachers in class, etc.
Design intention: Let students experience and engage in activities in student-student interaction and teacher-student interaction, which not only exercises students' self-confidence, but also learns the methods that I believe I can cultivate self-confidence, and also creates a democratic, harmonious and lively classroom atmosphere, reflecting students' subjectivity, openness of activities and integrity for all students.
There are excellent students in every aspect in each group. The group leader chooses a classmate and comments on his advantages (class communication).
Talk in groups about who else in the class you think is good at (after the exchange, let the classmate talk about his own evaluation and its results).
5. Summary
Teacher: Students, (multimedia projection display) A boxer once said: "When I am overwhelmed by the fierce attack of my opponent, it is a relief, or a temptation to fall, but at this time, I will call in my heart: Hold on a little longer, I believe I can do it. Because I know that my opponent can't hold on, I can win the game only if I don't fall down, and the final victory often comes from the belief that I can hold on for a while and believe that I can do it. "
From ancient times to the present, there are many amazing deeds to establish self-confidence: Zhan Tianyou is a famous patriotic engineer in China. He was not afraid of the obstruction of opposition forces at home and abroad, but firmly believed in himself and himself, and finally completed ahead of schedule, and built the first Beijing-Zhangjiakou Railway designed and built by China people themselves; Zhang Haidi, a paraplegic with four limbs, fought against fate and made outstanding achievements, becoming an example for the younger generation to learn. I just saw Wang Xuefeng, an erhu player, on TV the other day. Although he is disabled and not as tall as erhu, he believes he can do it and has created a miracle in life. There is a common feature behind these celebrities, that is: believe that I can do it! Through today's activities, I found that the students in our class are very confident and can firmly believe that I can do it. Finally, I send you a famous saying (multimedia projection): "As long as I believe I can do it, everyone has a chance to become the sun". "
Primary school mental health education teaching plan 3 teaching purpose:
Cultivate students' correct interpersonal attitude, help students master the basic skills of interpersonal communication, improve their practical ability of interpersonal communication, and cultivate students to become happy and healthy people.
Preparation before class:
1, courseware design
2, sketch layout teaching process:
Introduction: Do you have any friends? Do you like making friends? In life, some people have many friends. They study life together with their friends, discuss and solve problems together, and talk and laugh together. How happy they are! This class will accompany you to explore how to make more friends!
Second, activities:
1, Find a friend game requirements: take a group as a unit, one student in each group, and count to "one". The first time: three students crowded together quickly in a group. The second time: four students crowded together quickly in a group. The third time: five students crowded together quickly (students were divided into groups to play "Find Friends"). Count after the game: once won, once lost. )
Step 2 talk about it
(1) How you feel when you find a friend.
(2) How I felt when I didn't find a friend. (Students talk about feelings)
3. The secret of making friends
(1) Carefully observe how good friends around you make good friends. (Students summarize the secret of making friends)
Look at the courseware:
Courseware 1: Pingping is warm, cheerful and helpful, and her classmates are willing to make friends with her. (Good personality)
Courseware 2: Zhou Meng and Hu Yun are both members of the model airplane team. They cooperated on a small sailboat. You saw me, stuck to me, and they soon succeeded, enjoying the joy of success together. (gregarious)
Courseware 3: If you are happy, wronged, or in trouble, you are willing to tell your friends the truth to enhance communication and understanding. Be good at opening your heart and showing yourself. )
(2) What is the secret of making friends? Hurry up and write down everyone's unique skills, so that everyone can exchange and share! Student summary: the secret of making friends. )
(3) Please look at the sketch: the self-inspection report of students' civilization.
Question 1: Please help Xiao Chen so that he can make friends.
Question 2: I wonder if you have any difficulty in making friends.
Question 3: Please help him make suggestions and make more friends. (Student's sketch: Xiao Lei and Xiao Tao are good friends. They care about each other and help each other. How happy they are talking and laughing! However, Xiao Chen is afraid to get close to his classmates. He has no friends and is lonely alone. )
Third, summary: It's good to have friends! When you are happy, friends come to share; When you are sad, you have friends to share your worries; Friends will come to help when they are in trouble. Friends can bring happiness, courage and confidence. The teacher believes that through your efforts, you will make more good friends!
Primary school mental health education teaching plan 4 teaching purpose:
1, let students know that setbacks are often encountered in their study and life, and everyone is inevitable.
2. Initially master the methods to overcome setbacks and cultivate students' ability to overcome setbacks.
Everyone should treat setbacks correctly with a positive and healthy attitude, and overcome them with the courage and perseverance to challenge themselves and succeed. The emphasis and difficulty of teaching: to cultivate students' psychological endurance. Teaching tools: prepare the report materials of primary school students jumping off buildings.
Teaching process:
First, use examples to guide thinking.
1. The teacher told two short stories with sympathy and regret. A. A senior student in a primary school in this city reported to the teacher that someone bullied him after school the afternoon before. The teacher said "yes" and did not solve it on the spot. The next day, the student jumped to his death at home. Afterwards, parents and teachers learned in their diaries that he committed suicide because he was often bullied by others. B. A junior student in a rural primary school was criticized by the teacher because he couldn't finish his homework for a long time. After school, he tied himself to the doorknob with a red scarf and strangled himself.
2, guide students to think around the following questions:
(1) What did the death of two students bring to the family and society?
(2) What factors are related to their death?
(3) If you are a teacher, you will not be negligent and indifferent to the students?
(4) What kind of psychology are the two students who committed suicide? Is this mental state healthy?
3. Communicate with the whole class.
4. Teacher's summary
Second, look at yourself.
1. Teachers guide students to compare themselves with the following situations.
(1) How do you behave when your parents criticize or scold yourself?
(2) How do you behave when the teacher is a little indifferent to you?
(3) When you encounter other pressures or difficulties, how do you behave?
2. Student communication
3. dial 3. Watch the video to arouse interest.
1, play the video
2. Students read materials
3. Students discuss 4. Students who have suffered too much from exposing shortcomings voluntarily take the stage to accept exposing shortcomings. Some students exposed their short teacher's guidance from the aspects of appearance, dress, habits, dealing with people, study and discipline. 5. Write feelings.
Summary:
Reality and the future require people to learn to recognize, do things, live together and survive from an early age. These are all related to people's psychological quality. It can be said that it is difficult to adapt to the fierce competition in 2 1 century without high psychological quality. In addition, the rapid progress and development of modern society also make the mental health of primary school students face more and more pressure and challenges. The development and change of society put forward higher requirements for the talents trained by schools.
Primary school mental health education teaching plan 5 I. Design background:
Shortly after the beginning of this semester, I found that students lacked motivation to learn and their inferiority complex was more serious. As a sixth-grade pupil, it is very important to know and treat yourself correctly, which directly affects the mental health level of pupils. Therefore, help students affirm their positive aspects, learn to discover the strengths of others, and gradually improve their level of understanding and self-evaluation, so that students can better accept themselves, enhance their confidence in progress, and improve their learning motivation more effectively.
Second, the activity objectives:
1, help students understand their strengths and advantages, and guide them to play their strengths.
2. Guide students to discover the advantages of others and affirm their advantages.
Third, activity preparation: students prepare programs.
Four. Contents and methods of activities:
1, Introduction: I found two students unhappy these days. What's going on here? Let them speak for themselves.
(Student role-playing) One is short and the other is not good at school.
2. After listening to the voices of these two students, do you think their ideas are correct? Why? Please choose a classmate in the group to talk about your opinion first.
Students communicate in groups and teachers participate in the discussion. )
3. The students speak very well! Yes, these students are not without advantages, but lack of self-discovery and appreciation. Let's enjoy ourselves.
4. So, can you find the advantages in yourself? Please tell your friends in the group and tell them if you find anything, so that everyone can share your happiness. Students in the group should count how much he said, and then evaluate who found the most advantages in the group.
(Students communicate in groups. The teacher goes to the group to find out the situation, praise or touch the head of the classmate who is talking about his own advantages)
5. Who found the most advantages in the group? Please stand up for each group of students who find advantages.
Each group found the biggest advantage and stood up. The teacher asked how many benefits there were. )
6. You guys are great! I can find so many advantages of myself! Let's applaud them!
7. However, some students are not very good at appreciating themselves. Are there any students in your group who don't appreciate themselves very much? Never mind, let's help them together, shall we? Ok, let's play a game together-"Big Bombing with Advantage"! How can the advantage be "bombed"? In fact, "advantage bombing" means that everyone works together to find advantages for this classmate who can't appreciate himself and find many advantages to praise him.
8. The teacher introduced the rules of the game.
9. Students play games.
10, students, after playing this game, have you got a new understanding of yourself and seen more advantages of yourself? Share the advantages you found in the group!
The group communicated again, and the atmosphere was warm, and all the teachers participated. )
1 1, we have so many advantages, so many advantages, are you willing to show off in front of everyone?
Let's talk in the group first. Let's talk in front of the whole class later.
(Students have a warm exchange in the group)
12, students who are willing to share their success and happiness with you don't need to raise their hands, please come on stage yourself!
(The students show themselves, some sing and dance, recite poems, some show calligraphy and painting, some do somersaults and jump rope ... The students watch the performance with great interest. Teachers give timely praise and encourage students to continue their efforts. )
Students are really confident and capable! Today, I specially wrote a little poem for you, I hope you like it.
Teacher (reciting):
Appreciate yourself
Maybe you want to be the sun, maybe you want to be a big tree.
If you can't be the sun, be a star.
Shining in the corner of the sky;
If you can't be a big tree, be a grass.
Decorate hope with your own green;
Dear friends, enjoy yourself!
Because you have something better than others.
18, teacher's summary.
Verb (abbreviation of verb) extracurricular expansion;
The advantages I received today are posted on my bedside, and I read them aloud three times after getting up every day.
VI. Effect of activities
Through this lesson, students realize their own advantages, have confidence in learning and love learning more.