The problems faced by left-behind children in their study and life are constantly concerned by all walks of life, and the problem of promoting the physical and mental health development of left-behind children is also constantly concerned by rural primary and secondary schools.

Primary school is an important stage for students' psychological and physical growth, and the mental health of children who stay in primary school has a great influence on their life development.

This paper expounds the concrete methods of how to carry out mental health education for left-behind children in primary schools.

Key words: left-behind children's primary school; mental health

With the development of social economy and the change of social outlook, great changes have taken place in rural areas of China, and many problems have been exposed in the process of urbanization.

There are obstacles between urban and rural areas, but the most direct victims of this obstacle are left-behind children, who are not accompanied by their parents and are prone to serious mental health problems due to lack of family education.

In recent years, some bad social atmosphere has also flooded into the countryside in the process of urbanization, which has also affected the mental health of left-behind children to some extent.

The author believes that schools should be the main front to promote the all-round and healthy development of left-behind children in rural areas, and rural primary schools should actively learn advanced educational concepts and adopt various comprehensive and effective educational methods to strengthen mental health education for primary school students.

1. Analysis of the causes of psychological problems of left-behind children

1. Abnormal family education

In the process of children's growth, parents' education is irreplaceable by grandparents and teachers. Left-behind children lack long-term communication and emotional exchange with their parents, and their cognitive ability and knowledge level are often lower than other children of the same age.

More importantly, left-behind children are prone to psychological problems such as low sense of security, inferiority, autism and irritability without their parents.

However, the deformity of family education goes far beyond this. The family education of left-behind children in rural areas mostly appears in the form of intergenerational education, and the blank has not been filled. It is difficult for grandparents with backward ideas to communicate with their children normally, and problems such as doting and letting go also occur from time to time.

2. Insufficient psychological education in rural schools.

Under the background of insufficient family education, the subjectivity and importance of school education are increasingly prominent. However, due to the backward economic conditions and imperfect infrastructure construction in rural areas, rural primary schools often do not have a good mental health education system and equipment, which also brings difficulties to the mental health education of left-behind children in rural areas.

On the other hand, the backward transportation and communication conditions in rural areas have also brought suffering to the entry of excellent teachers and the spread of advanced educational concepts.

3. The influence of social atmosphere

The environment has a great influence on people. Under the background that the positive guidance of school and family education is weak, the negative guidance of bad social atmosphere has a great influence on the mental health of left-behind children.

Left-behind children who lack non-concept and recognition ability can not only deal with conflicts and frictions encountered in daily life well, but also easily get into bad living habits such as smoking, alcoholism, aggression and internet addiction, and are also easily influenced by social money worship and anti-intellectualism thoughts.

Two. Design of mental health education activities

1. Develop cultural and sports activities to enrich extracurricular life.

The life of left-behind children in primary schools is often monotonous. What they lack is not only parent-child relationship, but also intimate relationship. The inability to experience love, companionship and fun in intimate relationships is also one of the reasons for psychological problems.

Rural primary schools should combine the local natural and cultural environment to provide a large number of rich cultural and sports activities for left-behind children, such as table tennis competitions, spring outings, summer picnics and autumn sports meetings.

In this kind of activity, the relationship between children who stay in primary school and classmates, friends and teachers is unconsciously drawn closer, and the friendship and teacher love between classmates can bring fun and warmth to their study and life.

The school also offers literary and artistic activities such as poetry recitation competitions and painting competitions to help left-behind children in primary schools cultivate their sentiments on the basis of feeling "beauty" and stay away from vulgar habits and low tastes.

On the other hand, in the process of setting up cultural and sports activities, teachers should also actively pay attention to every student, keenly discover the negative psychological problems of left-behind children in social activities, and pay attention to and solve them in a targeted manner.

2. Combine subject education to convey love and warmth.

The potential and seriousness of mental health problems of left-behind children in primary schools require not only general mental health guidance activities, but also the integration of psychological education into normal educational activities and subject knowledge education.

In addition, the psychological problems of left-behind children in primary schools are not only reflected in the psychological level, but also in moral concepts, non-concepts and moral education. Moral education also needs the assistance of teachers in various disciplines.

For example, in Chinese teaching activities in primary schools, teachers can guide left-behind children to express their feelings through language and words, and teachers should also express that friendship and love are the premise of communication. Getting love requires love for others.

Combined with specific texts, such as rural people's teaching activities, teachers can guide students to pay attention to their hometown and their own lives, and cultivate self-confidence and optimism on this basis.

On the other hand, primary school teachers should also learn some psychological knowledge. Teachers should understand the causes of some students' psychological problems and take active and effective measures to form good habits.

3. Family and school are connected to form a joint force.

The mental health problems of left-behind children cannot be solved by the efforts of schools alone. In this process, family education must play an important role. In the process of psychological education for left-behind children, schools should actively seek the cooperation of students' families and establish an effective home-school interconnection mechanism.

The class teacher and the class teacher should know about each student's life, family and parents. When necessary, the class teacher should also directly contact the parents of the students, cooperate with the parents of left-behind children to communicate their feelings and help them develop upward.

With the rapid development of information technology today, Nail and WeChat group have also opened up new channels for the construction of home-school interconnection mechanism for left-behind children's education.

Schools can also introduce advanced mental health testing and evaluation mechanism, and on this basis, hire relevant psychological lecturers to hold mental health lectures, so that left-behind children and their parents can directly understand the problems and make their mental health develop healthily under the correct guidance.

In short, schools, families and society must understand the particularity of the group of left-behind children in primary schools, and on this basis, form a joint force to care for the physical and mental health development of left-behind children.

The lack of companionship can't be made up, and the correct education can't be missing all the time. Promoting the mental health development of left-behind children is of great significance to all families and the whole society.

[References]

Juan Lin. Rural primary schools should strengthen the mental health education of left-behind children [J]. Reading and Writing, 2020 (33) (:69-70).

[2] Momef. Analysis on the Strategies of Mental Health Education for Left-behind Children in Rural Primary Schools [A]. Research Center for Basic Education Curriculum Reform, Ministry of Education. Proceedings of the 2020 Education and Teaching Innovation Summit Forum [C]. Research Center of Basic Education Curriculum Reform of Ministry of Education: Research Center of Basic Education Curriculum Reform of Ministry of Education, 2020.2.

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