? The expert's lecture was far from my expectation, and the children were even a little restless. After all, people don't do education. How can they be asked to do mental health education according to the needs of students? We really need to educate people to do something for their children sincerely, which will have a certain effect on them. So, how to carry out mental health education for primary and secondary school students? Or, how to organize mental health group activities in primary and secondary schools? This is a process of continuous learning and experience, and there are also some principles and laws to follow.
? First of all, the theme of class or organization activities should be closely related to students' real life and meet their actual needs. The themes of mental health education activities in primary and secondary schools generally include self-cognition, interpersonal relationship, emotional management, learning psychology and life adaptation. Rogers believes: "Self-awareness is the basis of personality formation, development and change, and it is an important symbol of whether personality can develop normally." Therefore, it is necessary to carry out self-awareness counseling in primary and secondary schools. We can start with self-perception, self-concept and self-evaluation. Self-experience counseling from the perspectives of "self-esteem", "self-confidence", "self-improvement" and "independence"; Conduct self-monitoring counseling from the perspectives of "self-monitoring", "self-improvement" and "self-adjustment". It's more important for primary and middle school students to give Emotional adjustment counseling on the basis of self-awareness. Many problems between students, even the contradiction between teachers and students, are related to emotions. We can design activities from four aspects: cognition and perception of emotions, acceptance and expression of emotions, adjustment and management of emotions, and cultivation and development of positive emotions, thus teaching students to manage emotions. In addition, it can also provide counseling for primary and secondary school students in interpersonal relationship, learning psychology and life adaptation. Through these tutoring, children can learn to communicate with peers, teachers, parents and strangers; Learn to live, adapt to adolescence, adapt to the environment, make career planning, and spend leisure scientifically; Learn to learn, master some learning methods and know how to combine work and rest.
Second, mental health education should emphasize activities and experiences. In the process of class or organizing activities, teachers should accept and pay attention to students, have affinity, master communication and counseling skills, make full use of resources generated in class, highlight students' self-exploration and independent experience, and attach importance to feelings and emotional expression. When designing activities, we should stick to the theme, strive for rich and diverse forms, and meet the actual needs of students' psychological development.
? Third, the teaching process or activity process should be interlocking and step by step. Generally speaking, mental health education class has four stages: group warm-up, transformation, work and ending. Each stage should have its own goals and requirements, and the links between each stage should be close and the transition should be natural.
? In the warm-up stage of the group, we should return the stage of the exhibition to the students: through warm-up games or other media means, promote the initial interaction between the members of the group; Fully demonstrate teachers' attitude of "respect, acceptance and care"; When necessary, clearly inform the group of the basic norms and precautions in counseling activities in the form of "classroom convention"; The focus of the work is "emotional acceptance", and the protagonist is the student. At this stage, it should be noted that warm-up activities should be related to the theme as much as possible. For example, in the classroom teaching competition of mental health education in our region, the lesson "Unlimited Potential, Self-Challenge" taught by Mr. Zeng Juan welcomed the judges to naturally transition to clapping games with applause, and naturally introduced the theme of potential from the gap between two applause.
In the stage of group transformation, we should leave students with security and trust: specifically, we should raise a common concern of group members, trigger the collision and conflict of different viewpoints, different cognitive styles and behavior styles among group members, and catalyze group motivation; Reduce the group size, encourage all students to participate in interactive discussions and actively feedback others' opinions; The focus of the work is to "expand the theme" and focus on the problem situation. The creation of situations should be vivid and concrete, close to students' reality, and avoid quoting too many examples of ideological and moral education; Teachers set an example by opening themselves up (self-exposure); We should respect the privacy of students and emphasize the principle of confidentiality in class.
Cooperative learning should be taught to students in group work. Set up activities or situations that are closer to students' reality and can better reflect students' growth confusion, and guide students to feel, experience and think further in the process of participating in activities; Continue to catalyze positive group motivation and promote students' self-opening; Encourage the exchange of different views and strike a balance between support and quality; Pay attention to group organization and control, arouse students' attention to group goals, encourage students to listen to each other and discuss effective strategies together. The focus of the work is to explore major issues and take effective actions. Common forms of activities: group discussion, creative thinking, association activities, debate activities, role-playing, physical activities, feedback activities, analogy activities, pen-and-paper contact, etc.
? At the end of the group, give the students the fun of creation. At this time, the mood of the group reaches the highest point, which is a process of re-creation and a process of personalized expression of self-growth. To seize the opportunity to deepen students' spiritual understanding, students can express their rich spiritual understanding in smart and interesting languages and make the classroom structure more complete; Students can also be encouraged to present their thoughts, ideas and achievements in class in their own unique way. We usually use the form of "Let's talk about the harvest, keep our hearts, face the future with a smile, gifts, happy reunion, please leave a message behind me, and songs related to the activity" to guide students to sum up the harvest of this activity and clarify the significance of the activity. Encourage students to put their cognition and experience into life and action, and let their gains extend to extracurricular activities; Set up charming activities and leave a deep and beautiful memory.
In short, if we want to teach mental health education in primary and secondary schools well, we need to accumulate and experience constantly, but we must follow the above principles and laws.