The Guiding Outline of Mental Health Education in Primary and Secondary Schools clearly points out: "Mental health education should run through school education and teaching activities. It is necessary to create a material environment, interpersonal environment and psychological environment that meet the requirements of mental health education. Seek opportunities for mental health education, attach importance to teachers' personality charm and their role as teachers in education and teaching, and establish a new relationship between teachers and students that is democratic, equal and respectful. "There are abundant mental health education resources in primary school subject teaching, which requires teachers to fully tap its hidden educational value, coordinate the development of primary school students' psychological potential, and improve their psychological quality, that is, to cultivate students' psychological quality in routine education and teaching activities. The course of mental health education refers to a course form in which while imparting knowledge, mastering skills and forming good behavior habits, it pays attention to excavating the inherent mental health education resources in subject courses, activity courses and environmental courses, and introduces the methods and skills of mental health education to help primary school students improve their cognition and skills, emotional characteristics and personality accomplishment, so as to improve their psychological function. So, in? The author believes that mental health education should be infiltrated into primary school subject teaching from the following four aspects. First, the goal of infiltrating mental health education into primary school teaching objectives is not only knowledge, but also cognition, emotion and behavior. The goal of any subject course should reflect the psychological level of students at the same time, so as to form a complete goal system. On the one hand, the process of subject content transmission is based on people's psychological development, following psychological laws and making subject content psychological, which is the correct strategy to solve the contradiction between students and courses in the education process; On the other hand, the transfer of subject content focuses on the all-round development of students, that is, mastering knowledge and skills, developing ability and perfecting personality are mutually integrated and parallel, which embodies the disciplinary status and educational value of infiltrating mental health education courses in this sense. Traditional subject teaching emphasizes social standard and knowledge standard, and students should adapt to teaching, thus ignoring students' psychological development and subjective needs; The infiltration of mental health education in subject teaching emphasizes students' subjective status and needs, and teaching should adapt to students' development and promote students' potential development and creativity cultivation. Taking My Neighbor as an example, this paper expounds how to infiltrate the goal of mental health education in subject teaching. The teaching objectives of this course are: ① to understand the importance of good neighborhood relations; (2) cultivate good feelings of caring and helping others; (3) take the initiative to maintain the environmental sanitation of the public parts of the house and take the initiative to greet and care for the neighbors. Among them, ① is the goal of cognition, ② is the goal of emotion and ③ is the goal of behavior. 2. Infiltrate mental health education into primary school teaching content. The current "five educations" of morality, intelligence, physique, beauty and labor all contain very rich mental health education materials, which can play the role of mental health education after proper utilization and excavation. Cultivation of students' moral consciousness tendency (moral needs, moral motives, moral beliefs, moral ideals, etc.). ) and moral psychological quality (moral understanding, moral emotion, moral will, etc. The moral education course itself is the content of mental health education. Moral education plays a directional and active role in the development of students' mental health. One of the important contents of moral education is to educate students to establish a correct outlook on life and a scientific world outlook. Outlook on life and world is the highest regulator of individual psychology and behavior, and it is the fundamental condition for maintaining mental health and preventing psychological abnormalities. In the process of cultivating students' psychological quality, moral education and mental health education overlap and blend with each other. Therefore, teachers should be good at excavating the contents of mental health education in moral education courses. Infiltrating mental health education in subject teaching requires teachers to handle teaching materials flexibly, be good at grasping the points involved in mental health education in teaching materials and the contact points of mental health education in students' learning process, and infiltrate the clues of mental health education into the whole teaching process. 3. From the psychological level of subject teaching, this paper analyzes the infiltration of mental health education in the process of subject teaching in primary schools. It is an interactive process of knowledge, emotion, intention and action, and the course of mental health education is embodied in the creation and optimization of the psychological environment in the subject classroom. In classroom teaching, by improving the psychological environment of classroom teaching, students can not only effectively master subject knowledge and improve their ability, but also develop good personality and improve their psychological quality. Optimizing classroom psychological environment refers to the process that teachers master and adjust their teaching behaviors according to the goal of cultivating students' psychological quality and their own understanding of students' psychological characteristics, so as to optimize the relationship between various factors in classroom teaching, make students have positive psychological state and learning behavior, and create classroom teaching atmosphere. Integrating mental health education into subject courses is the basic way. Optimizing the classroom psychological environment is achieved by implementing the principles of mental health education in the teaching process, which mainly includes the principles of harmony, democracy, interest, success and inquiry. To optimize the classroom psychological environment, we should focus on establishing a good relationship between teachers and students and take emotional communication as a bridge. Teachers should satisfy or guide students' psychological needs with their own teaching behavior, stimulate students' behavioral motives, and then form a good style of study, which will have a positive impact on students' learning behavior and form a virtuous circle. In this virtuous circle, students gradually develop active and healthy study habits, and the maintenance of this habit will eventually form a new psychological structure, thus making students' psychological quality develop healthily. Teachers in all disciplines should not only implement the five principles of optimizing the psychological environment of classroom teaching, but also carry out teaching according to their own discipline characteristics: teacher activities: skillfully setting situations-guiding experiments-stimulating exploration-guiding. Student activities: curious observation-hands-on experiment-questioning-discussion and exchange. Psychological process: enhancing motivation-perceptual knowledge-rational thinking-comprehension internalization. Exercise ability: scientific interest, observation, questioning and exploration, thinking and imagination. Shaping personality: fresh, pragmatic, responsible, curious, involved, persistent and scientific. Fourthly, it is a process of studying the curriculum value to infiltrate the curriculum evaluation of mental health education into the teaching evaluation of primary schools. The traditional curriculum evaluation is interfered by "exam-oriented education", and the evaluation of teaching and learning is one-dimensional and one-sided with knowledge understanding as the center. Pay attention to summative evaluation and ignore formative evaluation; Pay more attention to the result than the process; Emphasis on standardized answers, light creativity assessment, equating examinations with evaluations, and equating scores with effects, that is, the value of students. This kind of evaluation only pays attention to the expected, static and objective goals, while ignoring other factors, especially the psychological factors of the subject; It simply pursues grades and enrollment rate, and students bear a heavy burden, and their creativity and personality are destroyed, which suppresses the enthusiasm, initiative and creativity of teachers and students and damages the all-round and harmonious development of students' overall physical and mental quality. The course of mental health education has brought about the change of traditional course evaluation, which requires diversification of evaluation, attention to psychological evaluation, consideration of all elements and levels of students' psychological development, respect for individual differences of students' psychological development, establishment of psychological indicators of course evaluation, and promotion of students' comprehensive and healthy development.