Mental health education, high-quality classroom teaching plan, beautiful life journey

Design concept:

For a long time, the lack of life education has made children lack the most basic understanding and thinking about life. The lesson of blood tells us that guiding minors out of misunderstanding, educating them to cherish life, understand the meaning of life and establish a positive outlook on life have become an important link that cannot be ignored in modern education.

Activity objectives:

1. Guide students to realize the preciousness and value of life, learn to accept their own life, understand how beautiful their life is, and learn to cherish life.

2. By signing a life contract, we can achieve the promise of cherishing life and cultivate students' positive attitude towards life.

Teaching process:

First, tell stories and introduce topics.

There lived a man named Abage on the grassland in Inner Mongolia. Young Abago and his father got lost on the grassland again. Abag was tired and afraid, and finally he couldn't walk. Dad took five coins out of his pocket, buried one in the grass, and put the other four in Abago's hand. He said: There are five gold coins in life, childhood, adolescence, youth, middle age and old age. You have only used one now, that is, the one buried in the grass. You can't throw all five pieces on the grassland, you need to use them a little, and each time you use them differently, so that you won't waste your life. Today we must go out of the grassland. The world is very big. People should walk and see more when they are alive. Don't throw away your gold coins just because they are useless. That day, with the encouragement of his father, Abag walked out of the grassland. When you grow up. Abag left his hometown and became an excellent captain.

1. What does this story say?

Students will have a variety of answers, which are expected to involve: life, the process of life, the meaning of life and so on.

According to the students' answers, the teacher grasps the key words and presents the topic word by word: life, a beautiful journey.

2. Introduction: Everyone in the world, even every creature, has his own life journey. Our life is complete only after all the journeys. Today, let's discuss this topic together, walk into this journey together, think together and experience a beautiful life journey together.

Design intention: Use stories to arouse students' thinking about life, initially understand the meaning of life, and stimulate students' needs and desires to explore this theme.

Second, show beautiful pictures and enjoy life.

1. First of all, let's walk into a rich and beautiful life world and feel the beauty of life.

Enjoy the video of the world.

Share: How do you feel after enjoying such a clip?

Design intention: Arouse students' existing life experience with beautiful picture music, arouse their love for nature and life, and thus feel the beauty and loveliness of life.

Third, life experiences games to stimulate the cherish of life.

1, music meditation

Since you were born, your life journey has begun. Now please sit in the most comfortable and relaxed position and close your eyes. Please follow the music and the teacher's tips and imagine your life at different stages of your life.

Design intention: mobilize students' images to experience the beautiful journey of their own lives, so that every student in the classroom can discover and feel the process of self-existence, accept life with an open mind, and pave the way for the later choice of games.

2. Psychological experience game "Life Choice"

Starting from your present age, you still have a long way to go in life, 60, 70 or even 80 years old. What do you want to do for such a long time? (Ask students to answer)

Life axis: 0102 03 04 05 06 07 08 09 0100 (years old)

Please choose six of them and write them down. These six things should be the most important, necessary and worthwhile things you should do in your life after thinking. When you think of it, please write it down quickly in short language. As long as you can read the written words, you don't need to tell others. Play the music and let the students finish their writing. )

③ Play a choice game.

Teacher rendering:

Because of the worsening environmental threat, you can only live another 30 years. Life is short, there are only four things you can do. Please cross out the other two with a pen. What is crossed out will never be completed, even if you are very reluctant to give up, it will never be realized.

* Because of illness, you were forced to give up your life for nearly 20 years, and subtract two from the remaining four things. Please take action, the things crossed out will disappear from your life.

* Because of the war, your life span is only 1 year. In just one year, you can only do 1 thing well. Please cross out what you can't do. Cross out means giving up forever.

* Because of an unexpected disaster, your life is only 1 day, and there is nothing you can do. Please give up one last thing. The disappearance of this matter means that you can achieve nothing.

3. Share: You have had many wonderful wishes in your life journey, but they can't be realized now. Would you like to? How do you feel? Can you share it with everyone?

Design intention: You won't know its value until you lose it. This game makes students experience that life is beautiful and short, with goals and unpredictability in difficult choices, and arouses students to grasp and cherish life.

Fourth, accept life and care for it.

1, enlightening thinking

Life is so precious, rich and unrepeatable that we have to respect it. How should we live our lives?

① Show relevant pictures that don't cherish life. How do you feel when you see these worrying pictures?

② Enjoy the dance "Thousand Hands Guanyin"

How are these dancers different from us? What should we do in our daily study and life to make our life more exciting?

Step 2 share feelings

Design Intention: Students should link with the reality of life to sublimate their understanding of life, so that they can realize that pain and suffering are important parts of life, and only when there is life can they have fun, so as to know how to accept life, care for life and make life more exciting.

Verb (abbreviation of verb) Covenant of life

1, realize life

What do I want to say to you with my life? At the beginning, say how you feel about life in one sentence.

Step 2 feel sublimated

The teacher showed several literary masters at home and abroad their feelings about life.

In the last few seconds of life, if you give me another life, talk about life.

3. Life contract

Life is so precious and beautiful. What is your commitment to life?

According to the sharing, make the promise into a contract and sign it all. nanometre

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15, dealing with people who complain makes their lives gloomy.

16, many people always like to find fault with other people's work, regardless of their emotions.

17, when I try to finish a job but can't get recognition and appreciation from others, I will be furious.

18, some rude people often do everything unimpeded, which really bothers me.

The answer to each question is 1, and the answer is 0. Add up the scores of each question and work out the total score.

13- 18 indicates that you need to strengthen your flexibility and cultivate endurance in your life;

7- 12 points, indicating that your mentality is normal. Although you meet difficult people from time to time and are sometimes angered by their attitude, you are tolerant on the whole.

0-6 points, indicating that the complexity of the outside world can hardly affect your peace of mind.

Conclusion: It seems that there is still a gap between us and tolerance, so I hope that through this class, everyone can gain something and really learn tolerance.

Design intention: Through psychological test, let students know themselves correctly, so as to learn more actively.

Fourth, role-playing, learning tolerance.

1, performed by two students respectively:

Scene 1: Students A and B are both only children, and they are praised by teachers as excellent students in their original school. One day after class, A walked out of the classroom from his seat and accidentally knocked over the new pencil case that B bought when he first entered school. The stationery in the pencil box was scattered all over the floor. A said sorry, I didn't mean to, but bent down to pick up stationery. At this time, B dived into A's seat and threw all his books and stationery on the ground. At this time, A threw the picked-up stationery on the ground in a rage. Then the two wrestled together, regardless of the classmates' dissuasion, and didn't stop fighting until the teacher arrived.

Scene 2: Wen Wen is going to take part in the school track and field meeting. He usually trains very hard and wants to bring honor to his class. The day before the game, she asked her mother to buy a pair of sports shoes, and her mother immediately agreed. But her mother was very busy at work that day. She worked overtime. She doesn't even go home for lunch and dinner, and she doesn't buy her sneakers when she goes home at night. Her mother explained to her, asked her to forgive her, and promised to buy shoes before the game the next day, but she just ignored it and made a scene!

Scene 3: It's almost time for class. The group leader is urging to hand in his homework. Xiaojie wants to copy Lin Li's homework, but Lin Li won't let her. Xiaojie copied Lin Li's homework. Lin Li was angry, but because of what the teacher said, he decided to leave it alone.

2. Discussion: ① If you are A or B or C, what do you think is appropriate?

What do you think of Lin Li's practice?

3. Each group sends representatives to share.

Design intention: This session is one of the core activities of this class, aiming to make students further understand the role of tolerance, learn to be tolerant of others and improve their mental health. At the same time, let students make it clear that tolerance is not connivance or unprincipled generosity, and in principle, others should be tolerated.

Fifth, experience tolerance and enjoy happiness.

At this time, I tolerate radio programs.

① Operation:

The teacher acted as the host of my tolerant radio program at this time. As an audience, students show that they will broadcast the column hotline when raising their hands, so as to tell the friction they encounter in communication with their peers or elders, and take the initiative to shake hands or tolerate others by means of radio waves.

(2) the column slogan.

The slogan of the column is this: there are always all kinds of frictions in people's communication. Others may inadvertently hurt you, and you may be a little harsh on others unconsciously. If you only see the shortcomings of others and do something that hurts others' hearts, are you willing to narrow their shortcomings with a magnifying glass? If someone misunderstood you, would you like to shake hands with him first? At this time, my tolerance column provides you with such an opportunity. Welcome to broadcast the column hotline and look forward to your voice! (The light music "Night on the outskirts of Moscow" is played throughout the program)

③ Give students some time to think.

In the music, everyone recalled the friction that happened in the past and considered how to tolerate others with the help of radio waves.

(4) Play the prepared letters from the audience.

This letter comes from a student's real life, and its content is universal, so it is more suitable as an audience letter.

Please raise your hand to the podium and tell the story of people who want to be tolerant and what happened between them in front of the microphone. The host will give appropriate guidance.

Design intention: This link allows students to recall their own intolerant plots. At this time, with the help of my tolerance radio program, students can put themselves in their shoes to experience the benefits of tolerance, and at the same time study and practice tolerance more deeply, which is the deepening of the previous link.

Sixth, end the activity and sublimate the theme.

1, students talk about their feelings and gains

2. Conclusion: Students, each of us hopes that we can live in harmony with others and live happily with each other. Therefore, we should learn to be tolerant of others' mistakes, be kind to others, be patient when things go wrong, be broad-minded, don't haggle over every ounce, and think of others everywhere. I sincerely hope that every student will become a tolerant person. Remember: Give others a bright moon, and you will certainly get one.

Design intention: The process of students talking about feelings and experiences not only sublimates the theme of activities, but also makes students' cognitive level leap, which is the key to promote their own psychological quality development.