First, the commonness between them is the basis of combination.
1. Their basic functions are consistent with their ultimate goals.
The object of moral education and mental health education in vocational schools is highly plastic secondary vocational students. Both of them are part of "all-round development education", and both of them influence the consciousness of secondary vocational school students through education, thus changing their behavior. It can be said that their basic function is to educate people. Although the specific goals are different, they are all aimed at shaping a sound personality and achieving the two basic goals of "adult" and "success". Therefore, the ultimate goal of the two is the same, that is, to cultivate modern skilled workers with all-round development of professional ethics, professionalism and professional skills.
They are compatible in student problems and educational methods.
Moral education is to guide students to establish a correct outlook on life, world outlook and values, and form a good moral quality; Mental health education mainly solves students' learning problems, interpersonal problems, environmental adaptation problems, self-awareness problems and psychological problems unique to adolescence. Many times, students' psychological problems are often manifested through the lack of moral behavior, and many ideological and moral problems are rooted in psychological problems. In educational practice, it is also found that many students' problems are not only psychological problems or moral problems, but also common psychological and moral problems. Therefore, many problems faced by ideological and moral education and mental health education are mutually compatible. Because of this, they can learn from each other in educational methods. We can solve some moral problems of students through mental health education. For example, integrating scenario simulation and role-playing in mental health education into theoretical persuasion, environmental edification and model demonstration can strengthen individual moral internalization and make education more targeted. Of course, we can also guide students' psychological problems through ideological and moral education, such as restraining students' behavior with moral norms and improving the effectiveness of mental health education through "irrigation, infiltration, guidance, management and evaluation".
3. Educational content, principle requirements and teaching staff intersect.
Although the contents of moral education and mental health education are very different, they share a common topic in social morality, professional ethics, life value and other educational issues. Due to the late start of mental health education in China and insufficient attention paid to it before, the mental health teachers in China are weak, full-time teachers with corresponding mental health qualifications are seriously insufficient, and the overall level of mental health teachers is not high enough. These problems directly affect the normal development of mental health education in schools. Many schools have no choice but to let class teachers, moral education teachers and other teachers with relatively rich educational management experience serve as mental health teachers, which leads to the overlap between moral education and mental health education teachers. At the same time, moral education and mental health education have the same educational principles and requirements in establishing the scientific concept of quality education, establishing a new democratic and harmonious relationship between teachers and students, attaching importance to each student's personality development, adhering to positive education, paying attention to the coordinated development of schools, families and society, and respecting the age characteristics of adolescents' physical and mental development.
4. The educational channels and methods are the same.
Although the specific requirements and contents of the two kinds of education are different, moral education and mental health education are almost all implemented through courses, classroom teaching, subject infiltration, team activities, publicity windows, radio, blackboard newspaper, network, multimedia, special lectures, special educational activities, home-school co-education, school-based management optimization and related hidden curriculum construction.
Second, the combination of the two can play a complementary role.
1. Share facilities and conditions to save money and expenses.
Mental health education and moral education cannot share professional facilities such as psychological consultation rooms and mental health files, but they all share educational and teaching venues, propaganda positions, activity places, instruments and equipment, books and materials. Therefore, it can be planned and used in a unified way. For example, publicity positions and equipment such as publicity window, blackboard newspaper, radio, audio equipment, projection equipment and campus network can be shared, and off-campus practice bases can also be shared to win financial support from the school. This will not only help to achieve the educational effect, but also avoid repeated investment of funds and save school funds. After all, schools are generally short of funds.
2. Integrating teachers is conducive to mutual cooperation.
Because of the overlap and intersection of mental health education and moral education among teachers, the author thinks it is necessary to combine these two teams organically. Specific practices: First, the full-time political cadres, senior teachers, class teachers, moral education teachers and other moral education workers are given necessary mental health education knowledge training, so that they can master the most basic mental health knowledge and psychological counseling skills, so as to find students' psychological problems in time and give help. Secondly, some moral education workers are encouraged to take an active part in the examination of the qualification certificate of mental health teachers, so as to strengthen the mental health education teachers and promote the development of mental health education in schools. Third, by organizing expert lectures, teaching observation, seminars and other ways, strengthen the communication between the two teams, analyze students' moral and psychological problems together, find out common problems, and improve the effectiveness of mental health education and moral education.
3. Supplement educational methods to improve educational effect.
(1) Learn to listen. Whether it is moral education or mental health education, the most commonly used method is conversation. In moral education, teachers often focus on "talking", emphasizing facts, reasoning and indoctrination. However, this model sometimes gives students the feeling that teachers only proceed from their own subjective wishes and lack understanding of students, which makes it difficult for students to accept. Mental health education is different. The communication between teachers and students is mainly "listening". Teachers will listen carefully to students' complaints, from which they can understand students' specific ideas, which will have a targeted effect on the next teacher education, and at the same time, they can vent students' emotions through complaints.
(2) Learn to understand. In moral education, teachers sometimes don't quite understand students' ideas, even hate their behaviors and ideas, and then criticize them seriously. Mental health education often considers problems from the other side's standpoint, which will make students feel that the teacher is putting themselves in their shoes, make them feel warm and accepted, help them to communicate with each other further, and also eliminate students' resistance to the teacher, so that students are willing to confide their feelings and can readily accept the opinions and suggestions of educators.
(3) learn to be tolerant. On the issue of students, mental health education pays more attention to tolerance and acceptance than moral education, which includes both the advantages and disadvantages of students. Of course, this tolerance does not mean that we must agree with students' bad behavior, but that we should consider people and things separately.
(4) learn to respect. In the process of moral education, when teachers communicate with students, teachers usually sit while students stand face to face, which leads to the de facto inequality between teachers and students. When giving psychological counseling to students, students and teachers usually sit face to face, so that students feel respected. Moreover, there are great differences in educational tone and attitude between students with good moral character and students with poor moral character. Therefore, mental health education can make people feel respect and satisfaction, thus urging them to overcome their shortcomings.