In all fields of society, many people have had the experience of writing papers and are familiar with them. A thesis is an article to discuss or study some problems. I believe many friends are very upset about writing papers. The following is an analysis paper on the curriculum model of mental health education in primary and secondary schools, which I collected for your reference only. Welcome to reading.

Primary and middle school students have simple thinking and are easily influenced by school, society and family, which will seriously hinder students' physical and mental development. Therefore, it is urgent to pay attention to the mental health problems of primary and secondary school students. Mental health education course is a subject to solve students' mental health problems. However, mental health education courses offered in primary and secondary schools are changing to discipline and moral education. Teachers just teach them as ordinary subjects and don't take the initiative to care about students' real thoughts. Students are too passive to actively participate in classroom activities, which leads to the existence of mental health education courses, and students' mental health problems have never been effectively alleviated. This paper will discuss the construction method of the curriculum model of mental health education in primary and secondary schools, so as to improve the teaching quality and promote the healthy growth of students' body and mind.

Keywords: primary and secondary schools; Mental health education; Curriculum model; build

In recent years, with the rapid development of science and technology and the improvement of people's living standards, students have more and more channels to obtain information, and they no longer rely on traditional media platforms to browse information. Although it promotes students' autonomous learning to a certain extent, the information on the Internet is complex and full of negative information. Because primary and middle school students lack the ability to distinguish right from wrong, they are easily misled by this information, which leads to mental health problems, which is very unfavorable for students' growth. Therefore, primary and secondary schools should attach importance to the curriculum reform of mental health education, attract students to actively participate in classroom activities, guide students to establish a positive outlook on life and values, and not be afraid of setbacks and challenges, so as to become high-quality talents needed by the country and society.

The basis of establishing 1 course mode

Different from the traditional exam-oriented subjects, the course of mental health education aims at emotional education, which fully embodies the humanistic care for students. Teachers and students are equal. Students can trust their teachers and talk about their troubles. Teachers will do their best to help students get rid of their troubles and bad emotions, so that students can form an independent character and always face their study and life with full enthusiasm and positive attitude. In order to achieve this goal, teachers should treat students with a gentle attitude, provide a platform for students to show themselves, build a variety of classroom teaching models, design lively and interesting classroom activities, encourage students to actively participate in them, explore students' potential mental health problems from their words and behaviors, formulate targeted solutions, ensure that students can accept teachers' heartfelt teaching and help, actively cooperate with teachers' work, effectively control personal emotions, and maintain friendly exchanges with classmates.

2. The construction of mental health education curriculum model in primary and secondary schools.

2. 1 Teaching mode:

No matter which subject needs theoretical knowledge as the foundation, the most commonly used mode of explaining theoretical knowledge is lecture teaching mode, and mental health education courses are no exception. Teachers should play some knowledge about mental health with multimedia to increase the readability and interest of knowledge, so that students can clearly understand the connotation and function of mental health education and learn to solve their mental health problems with knowledge. At the same time, the lecturing teaching mode is not only about what teachers say and what students listen to, but also about taking some strategies to let students participate, so that teachers can explore students' real ideas at any time and grasp the classroom rhythm, thus promoting the overall improvement of teaching effect. Teachers can put forward mental health problems related to this class before the formal teaching, which will arouse students' thinking. Students attend classes with questions, which virtually improves their classroom concentration and makes them understand theoretical knowledge more thoroughly. After the teacher finishes the class, let the students answer the preset questions with what they have learned to test the classroom teaching effect. It is worth noting that the lecture teaching mode should be combined with other teaching modes, and there is only a little time to explain knowledge during class time, and more is to interact with students. Only in this way can we prevent the mental health education curriculum from embarking on the road of discipline.

2.2 Activity teaching mode:

Activity-based teaching mode can be said to be the most popular teaching mode for teachers. It can not only enliven the classroom atmosphere, but also arouse students' enthusiasm in class, so the teaching effect achieved by applying this mode is particularly remarkable. By designing diversified activities, teachers can make students feel and grasp emotions in action, and teachers can give timely guidance to make students understand the significance of activities, which is easier for students to accept than simply preaching. However, this teaching mode also has some defects, that is, it requires students to have a high level of cognition. If students are too young, they will only be immersed in a lively atmosphere, and often can't deeply understand the purpose of the activity, resulting in the value of the activity not being reflected. Therefore, teachers should combine the age and psychological characteristics of students when designing activities, pay attention to strengthening theoretical guidance after activities, and prevent classroom activities from becoming a mere formality.

2.3 Dialogue teaching mode:

Dialogue teaching mode is a new teaching mode designed by using the concepts of teacher-student dialogue and student-student dialogue. Teachers should divide the whole class into several study groups and propose a topic for students to talk about their practices. For example, when you feel sad and depressed, how do you adjust your mood and how do you get yourself back together? Groups can also share their discussion results. Of course, teachers should also participate in the discussion activities of each group during this period and "talk" with students in a friendly way. Any ideas and methods put forward by teachers to students, whether correct or not, healthy or not, are not simply criticized and corrected, but through group discussion and debate, they examine their behavior patterns with rational thinking, thus solving value conflicts. However, after all, the classroom is a classroom, and simple discussion cannot avoid excessive simplification in form, so it is not appropriate to adopt this model too much. At the same time, the dialogue teaching mode is influenced by students' age and life experience, and it is not suitable for younger students.

2.4 inductive teaching mode:

Teachers create specific situations to arouse students' emotional experience or behavioral response. With the active participation of students and the purposeful guidance of teachers according to psychological principles, students consciously carry out self-education, develop their psychological quality and develop their psychological potential. This is the connotation of induced teaching mode. The methods adopted can include role-playing, psychological games, psychological training, interviews and behavior reinforcement. In the process of concrete implementation, we should also pay attention to the following points: First, the setting of situations must conform to the cognitive characteristics of students, and try to choose examples around them, so that students will have the desire to express themselves. Second, in the operation experience, teachers should respect, understand and accept every student, and use humorous language to attract students' participation and investment. Thirdly, in the stage of problem perception, students can be guided to think actively through questions, and the thinking of values and the revelation of value conflicts can be completed, so that students can form reasonable concepts and behaviors.

Conclusion:

School is not only a place to impart scientific and cultural knowledge to students, but also a cradle to shape students' personality and cultivate students' adults. Nowadays, the mental health problems of primary and middle school students have become a common phenomenon, which should be attached great importance by schools. We should actively promote the curriculum reform of mental health education, build diversified classroom teaching models, strengthen interaction with students, give them more care, and enable students to master self-adjustment methods, establish a positive and optimistic attitude towards life, and be brave in facing setbacks and challenges in study and life.

refer to

Cheng Wei Wang Haiying. Analysis of classroom teaching mode of mental health education in primary and secondary schools [J]. Contemporary Educational Science, 20 10, (20).

[2] Han Yunlong, the current misunderstanding of mental health education and ways [J]. Mental health education in primary and secondary schools, 2009, (13).

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