Chemistry classroom teaching is a multi-directional interactive activity between teachers and students and between students. In this specific environment, management mode, psychological atmosphere, classroom order, teacher-student relationship, teachers' feedback and evaluation of students' learning results, competition and cooperation among students, etc. Will have an important impact on students' psychological development and mental health. Infiltrating mental health education in chemistry teaching can stimulate teaching vitality, improve teaching quality and make students develop psychologically. There are rich and colorful mental health education contents in junior middle school chemistry curriculum, and teachers should dig deep into them to make them have a beneficial impact on students.

Second, the principle of infiltrating mental health education? 1. The principle of timely infiltration?

There are abundant mental health education resources in chemistry courses, but not all of them can penetrate mental health education at any time. Teachers should find a reasonable starting point for mental health education according to the teaching content. It is natural and appropriate to infiltrate mental health education into chemistry teaching, which should be organically combined with the specific process of the whole subject teaching and let nature take its course. 2. The principle of moderate penetration? In chemistry teaching, the first thing a teacher should accomplish is the inherent knowledge, skills and ability goals of the chemistry subject itself, which is the main goal of the subject teaching, while the infiltration of mental health education in the subject teaching is only a secondary goal. Therefore, the infiltration of mental health education in chemistry teaching should take the teaching task of the subject itself as the main line and the infiltration of mental health education as the secondary line, and the latter is subordinate to the former and "icing on the cake" for the former. Third, the strategy of infiltrating mental health education?

1. Excavate the contents of teaching materials and integrate them into mental health education? (1) infiltration of chemical history?

In chemistry teaching, teachers should not only pay attention to the chemical history materials in textbooks, but also collect some relevant historical materials, and consciously use them as one of the effective platforms for infiltrating mental health education.

For example, when talking about "Dalton's atomic structure model", I not only introduced Dalton's great contribution to chemistry to students, but also explained to students that Dalton was not a talented person, but a diligent, hardworking and persevering person. Take his meteorological observation records as an example. Since he started meteorological observation at the age of 2 1, he never stopped meteorological records until the day before his death. He still stubbornly wrote down the pressure and temperature data of the day. Next to the word "light rain", there is a large piece of ink, which shows that it is difficult for scientists to control their actions at this time. Therefore, students believe that if they want to succeed in their studies, they must study hard and persevere. (2) Chemical experiment infiltration?

Chemistry is a natural science based on experiments. Using colorful experimental materials and ever-changing experimental phenomena, we can educate students emotionally, satisfy their curiosity, stimulate their interest in learning and make them love chemistry. Teachers should change their teaching concepts, not only lead students to do more experiments, but also guide students to do experiments well. 2. Create a democratic and harmonious classroom atmosphere and eliminate students' psychological pressure?

The democratic and harmonious classroom atmosphere is an infectious hidden educational factor, which helps students actively participate in learning activities and makes classroom teaching activities vivid, solid and effective. Therefore, in the teaching process, teachers should create a teaching atmosphere of democracy, equality, mutual respect, trust and understanding, allow students to raise objections to teachers' lectures, form multi-directional communication between teachers and students, make students form psychological desire and personality characteristics to explore and innovate, and stimulate students' innovative consciousness. Teachers should carefully organize teaching contents, actively improve teaching methods, skillfully set up problem situations, and stimulate students' interest on the premise of pleasure, motivation and difference. Only in this way can classroom teaching help students form a positive learning attitude, correct learning motivation and happy learning mood, and maintain a high degree of learning attention.

3. Attach importance to incentive evaluation and strengthen successful experience?

Success and failure not only reflect the information of academic performance, but also have an impact on the motivation of subsequent learning. The joy and satisfaction after success are the driving force for students to have confidence. In teaching, teachers should be good at using classroom questioning, blackboard writing exercises, experimental operation, independent inquiry, homework evaluation and other methods. Pay attention to students' successful experience, keenly discover extraordinary and valuable problems, opinions or ideas, and give students frank and true encouragement.

4. Pay attention to differences and individual counseling to solve students' psychological problems?

From the perspective of mental health, the differences among students are universal. In the teaching process, teachers should pay attention to observing students' psychological state, find their psychological problems in time, and give targeted individual counseling. In the process of learning, students may show their own problems in learning attitude, learning method, interpersonal relationship and emotional state at any time. Teachers should be good at catching and discovering the psychological problems behind students' behaviors from their superficial behavioral problems. They should be good at adjusting and guiding students' emotions such as fatigue, nervousness, shyness, laziness, irritability and boredom, and deal with all kinds of emergencies according to circumstances, so that students can better maintain a balanced and cheerful attitude and engage in effective learning activities.

In short, in chemistry teaching, teachers should scientifically guide students to learn actively, fully tap teaching materials, and carefully design teaching situations that infiltrate mental health education, thus improving students' quality.