First of all, advocate parents to participate in the teaching of adolescent physiological knowledge.
Due to the particularity of family environment, compared with adolescent sex education in schools, families have some special advantages in adolescent education. This is because the sexual problem itself has a high degree of individuality and secrecy. The school faces all the students, while the parents face their own 1 child, which is far superior to the teachers in terms of communication frequency, careful observation and understanding depth. However, due to the influence of wrong ideas, parents have some misunderstandings about their children's sex education. For example, some parents think that children's understanding of sex will arouse their curiosity and have a bad influence. Some parents think that sex education doesn't need special education, and children will naturally know it when they grow up. Of course, most parents can realize the importance of sex education, but they feel puzzled and embarrassed in front of their children, so they miss a good educational opportunity. Our teachers should actively encourage parents to correctly guide parents to educate adolescent children through home-school contact, parent-teacher conferences, parent schools and other forms, remind parents to carefully observe their children's actions, take the initiative to chat with their children, grasp their psychological state, and educate them with cameras. When children ask their parents about sexual knowledge, parents should not reprimand them loudly or avoid answering them. They should give an appropriate explanation. It is precisely because children don't know, so they are curious and want to get to the bottom of it. We should satisfy children's curiosity to avoid being misled by bad factors when they study through other channels. If parents find that their children have some problems to guide, but they don't directly explain them, they can recommend some books on sex education to their children, or guide them to watch TV programs and consciously express their views on some problems.
Second, the use of classroom insisted that students penetrate adolescent education
When primary school students reach the senior grade, teachers can use class meetings, mental health classes and other forms to ask students to impart adolescent knowledge and guide students to pass this dangerous period smoothly. It is worth noting that when teaching these contents, teachers must be sincere, generous and face students directly. They should say what they have to say, and should not hide it. Teachers can educate them from the following aspects:
Professor of adolescent physiology.
Generally speaking, it is more appropriate to teach adolescent physiological knowledge from the fifth grade. Because in the fifth grade, some students began to develop physically, and secondary sexual characteristics began to appear. Some students feel uneasy about their physical changes, some even suspect that they have some diseases because of lack of sexual knowledge, and some students feel shy because they are "different", so they have certain psychological commitments and start to shrink back. Therefore, at this time, teachers need to use class meetings to urge students to impart adolescent sexual knowledge, and help students who have developed physically realize that physical changes are signs of growth and normality, thus reducing their psychological burden and eliminating their psychological obstacles. At the same time, it also helps those students who have not yet developed their body plates to be psychologically prepared for their future development and changes.
2. Guide students to correctly handle the relationship between boys and girls.
When primary school students reach the middle grade, there will be an invisible wall between boys and girls, which is manifested in the "38th parallel" on the desk. Girls like to play with girls all the way; Unwilling to sit at the same table with the opposite sex. In the third year of high school, with the physiological changes, the interest in the opposite sex increased, and gradually entered the stage of the opposite sex attraction. Some students feel uneasy. When they come into contact with the opposite sex, they will blush, feel uncomfortable, act mechanically and cannot express their ideas. This bad sign of puberty is especially obvious in girls. However, some students are influenced by bad social factors or dominated by exploratory psychology, which breeds strange behavior towards the opposite sex, that is, the so-called pursuit of the opposite sex. No matter which type it is, it has a certain influence on the study of primary school students and the healthy growth of students, and teachers must give guidance immediately.
Don't make a mountain out of a molehill if the teacher encounters precocious puberty and the like. They should quietly put out the sparks of feelings and lead the relationship between men and women to the right direction. In addition, we should give full play to the effectiveness of activity classes, organize students to participate in various activities, create opportunities for communication between men and women, enhance the friendship between male and female students in activities, and satisfy their curiosity about the opposite sex.
Third, individual guidance.
Adolescent education has a high degree of individual confidentiality, and each student is an independent individual. Their situation is not the same, and it is impossible to cover everything in class. Therefore, it is not enough to rely on collective guidance in class. Teachers should pay attention to observing and discovering the abnormal performance of adolescent students and give individual guidance in time. For example, if a girl has menstrual blood and is unwell, she should be concerned and respected; Boys should be taught to protect their voices when their vocal cords change. It is said that teachers are like mothers. In fact, for primary school students, teachers love them more than their parents. The dependence of senior primary school students on teachers seems to be quietly independent, which is a psychological weaning period. Therefore, teachers should pay more attention to them and seduce them patiently. In this way, children will grow up faster and more smoothly.
Fourth, carry out psychological counseling.
With the popularization of mental health classes, mental health education in primary schools is gradually on the right track, and many schools have established psychological counseling stations. I think the psychological counseling station should give the green light to the students who enter adolescence, and should be particularly enthusiastic to solve problems for them. There are various forms of consultation, such as oral consultation, letter consultation, telephone consultation and psychological website consultation. My students are more interested in letter consultation because I allow them to write letters under pseudonyms instead of their real names. Teachers should follow the principles of timeliness and confidentiality when conducting psychological counseling. Only by winning the trust of children will our work progress more smoothly.
Adolescent education should be grasped early, timely and carefully, so as to prevent problems before they happen. In order to lay a solid foundation for the normal development of children's ideology and morality, we must avoid some unnecessary things. I believe that with our careful care, children will enter middle school healthily and smoothly.