At present, the activity class of mental health education mainly adopts the mode that teachers create situations and organize various activities in the classroom, so that students can obtain the knowledge they need through their own feelings in the activity practice. However, there are also some problems that need to be discussed in the actual teaching of psychological activity class. For example, whether the activities are student-centered or all arranged and endorsed by teachers; Whether students participate in activities actively or passively, formally or substantively, locally or collectively; Whether students consciously experience and comprehend in activities, or just join in the fun, just for entertainment, these problems are directly related to the teaching quality and effect of psychological activity class.
I think the so-called "activity" is to stimulate students' sports in a vivid form, so that students can actively participate and fully experience in an active atmosphere and form. How to make the psychological activity class really alive and how to make students take the initiative to move is a problem worth exploring. I think we need to grasp the following points:
First, understand the activity class, grasp the "four is four non-"
1. Psychological activity class is preventive and developmental mental health education, not the treatment of mental illness. According to experts' investigation, the psychological problems of primary and secondary school students are mainly developmental problems (that is, problems that accompany students' psychological development stages and the expansion of communication scope) and obstructive problems (mental diseases). Generally speaking, most students' mental state is healthy, about 65,438+00% students have developmental problems, while less than 65,438+0% students have mental disorders that need psychological treatment. This shows that the direction of mental health education in schools should focus on prevention and development.
2. Psychology course aims at cultivating students' healthy psychology and developing good psychological quality, rather than simply imparting knowledge and theory. Mental health education in primary and secondary schools is mainly not to solve the problem of knowing and not knowing, but to guide students to learn with a good attitude. The teaching mode should be life experience, which mainly solves the problems in students' physical and mental development and life study, and enables students to understand the basic psychological knowledge about their own development. However, teachers are required not only to have the theoretical basis of psychological professional knowledge, but also to understand students' physical and mental development and behavioral characteristics, so as to prevent teaching from being purely theoretical and divorced from students' reality.
3. Psychological activity class is for all students, aiming at improving the overall quality, rather than solving individual psychological problems. It is necessary to distinguish psychological activity classes from individual psychological counseling and group psychological counseling. The teaching of psychological activity class is to set systematic training objectives and implementation plans according to the age characteristics of teenagers' physical and mental development. Although it is necessary to change flexibly on a relatively fixed basis, the discussion of problems is not unplanned.
4. Psychological activity class is to let students fully experience and comprehend in the activity, not to entertain games. Attention should be paid to stimulating students' interest in psychological activity class, but we should not blindly pursue various forms and warm atmosphere in order to cater to students' interest. Inappropriate activity forms will not only dilute and weaken the knowledge content of activity classes, but also easily lead to vague activity purposes and chaotic classroom discipline.
Second, the design of activity classes adheres to "two foundations and two values"
The "two foundations" are: ① There must be a theoretical basis of psychology. Different from theme class meetings and team activities, psychological activity classes have the characteristics of psychological science, so the design of activities should be based on psychological knowledge and psychological training methods. For example, after the exam, the activity class and the theme class will analyze the exam. The content of the class meeting is nothing more than: total score analysis, grade comparison, praise for progress, encouragement for backwardness, summing up experience and so on. The contents of psychological activity class include: attribution of grades, ABC emotional theory counseling, frustration education, etc. The contents of the two are quite different. ② It should be based on the needs of students' physical and mental development. The psychological activity class should combine the common problems in students' real life, teach them what they need, solve their doubts and stimulate their inner motivation to actively participate. For example, review methods before exams, counseling on exam mentality, frustration education during sports and self-confidence counseling are all very popular.
The "two notes" are: ① Pay attention to the fact that design activities can't refer to reference books completely and copy them mechanically. The activity class of psychological education should not copy others' experience, because even students of the same age have different psychological characteristics in different regions and different types of schools, so the training steps and activities of reference books cannot be copied in designing courses. According to the characteristics of their own schools and students, psychological teachers can formulate and gradually improve the psychological activity class scheme suitable for their own students in practice. ② Pay attention to the psychological characteristics of students' age and design activities. Students of different ages have different ways of thinking and consciousness, and teachers should design activities according to their psychological characteristics. For example, junior students have a strong sense of competition and can achieve good results by taking the form of group competition; Middle school students have a strong sense of self. Although they know some personal problems, they don't want to say them in court. At this time, if collective discussion, free speech, self-presentation and other forms are adopted, the effect will not be ideal.
Three, the implementation of activity classes, the implementation of "one-oriented, four liberation"
The goal of psychological activity class is embodied through a series of activities. The implementation of activities directly affects the realization of teaching objectives. In order to make classroom activities lively and fruitful, we should pay attention to "one is the main task and the other is liberation" when organizing activities.
"One-oriented" means that students should take the initiative to participate and fully experience the activities. Whether the implementation of the activity can achieve the teaching purpose or not, students are the most critical factor. Without students' participation, it can't be called an activity class, and students' active participation is the first guarantee for the smooth progress of the activity class. Teachers are only organizers of activities, organizers of teaching and participants in activities.
In order to better implement the policy of "one priority", we must realize "four liberations".
One is to liberate students' brains and let them think more. Teachers should not only create appropriate problem situations and set up problem contents, but also pay attention to leaving students room for free thinking, not setting a unique problem-solving model and encouraging personalized innovative thinking. For example, when setting up emotional counseling, it should be designed as "You feel sad and disappointed when your exam is not ideal, but you will feel better when you look at the problem from another angle and think of _ _ _ _". It is better to change it to "I feel sad and disappointed when I meet _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The second is to free students' mouths and let them talk more. It is necessary to create an open classroom atmosphere and an emotional background conducive to communication, provide every student with opportunities and time to express themselves, and encourage them to take the initiative to answer questions. By flexibly changing the way of activities, students are provided with opportunities to speak and their mouths are liberated.
The third is to free students' space and let them do more activities. Activity classes don't have to stick to the fixed seats in the classroom, but can adopt "fan-shaped", "arc-shaped" and "free group-shaped" seats that are conducive to the communication of information and feelings between teachers, students and classmates; Don't stick to the scope of the school. "What you get on paper is superficial." In order for students to have a profound experience, they must be allowed to live and practice. For example, to stimulate students' learning motivation, instead of emphasizing the importance and necessity of learning, it is better to lead students to visit the talent market in an organized way, so that students will have a deeper understanding.
The fourth is to liberate students' hands and feet and let them do more. At present, many schools adopt the activity flow of "problem setting (or telling stories or reading articles)-group discussion-free speech-teacher summary". It seems that students participate in many activities, and their speeches are mainly based on their self-knowledge. But teachers recite too much, and attending classes is not what they expect. The implementation of activities is actually a creative process, with no fixed pattern and strict structure. For example, let students understand the diversity of emotions, if they use the form of questions: "Is emotion single and unchangeable in life?" Or "What kind of mood have you had in your life?" On the surface, this also emphasizes students' self-knowledge, but students' experience will not be very deep. It's better to change it to emotional word relay: according to the seating order, one emotional word per person, no repetition, no overtime. You can also write words to express emotions on a piece of paper, so that students can extract them and perform according to the words written above, so that other students can guess what kind of emotions they are performing. In classroom activities, the question-and-answer form in lectures should be used as little as possible, so that questions can be integrated into the activities and students can experience it by doing and moving.
Although it is emphasized above that there is no fixed model for activity classes, there must be a clear activity purpose in the implementation, and classes should be well organized to ensure that learning and life are not chaotic and rewarding.
The school mental health education has just started, and I would like to open up a new world of mental education activity classes together with my colleagues engaged in this cause.