1. What is the penetration of mental health education in subject teaching?
Infiltrating mental health education in subject teaching means that teachers consciously apply psychological principles and methods in the process of subject teaching, at the same time endow students with certain knowledge and skills, develop their intelligence and creativity, maintain and improve their mental health, and form their sound personality.
"Subject teaching process" includes teaching design (design of objectives, contents and methods), classroom psychological environment and classroom management. These problems are related to the content of mental health education in subject teaching.
Infiltrating mental health education into teaching design requires the compilation of courses and the selection of teaching materials to meet the requirements of social development and the age characteristics of students' development; We should not only consider the imparting of knowledge, but also consider the development of students' various psychological qualities.
In view of the current situation, the prohibition of mathematics, physics and chemistry is too deep and difficult. First, literature, history, politics, it is forbidden to sing high-profile and blindly emphasize moral beliefs. Neglect the cultivation of moral behavior and habits. In terms of teaching methods, we should take various ways to make full use of the achievements of modern information technology according to the needs of subject content, so that students can actively participate in learning with strong interest and prevent fatigue and weariness. In terms of teaching objectives, according to the age characteristics of students' development, while imparting knowledge, we should guide students to develop good study habits, form scientific and effective learning methods, and cultivate innovative consciousness and ability. When evaluating students' academic performance, we should give priority to encouraging evaluation, attach importance to formative evaluation, and don't take exams as the only criterion to measure students' quality, so as to prevent exam anxiety.
In the classroom psychological environment and classroom management, we should optimize the teaching situation, establish a relaxed and harmonious relationship between teachers and students, and let students study in a happy and safe psychological atmosphere.
"Consciously and consciously applying the principles and methods of psychology" involves the basic conditions for teachers to infiltrate mental health education in subject teaching. It mainly includes four aspects:
First, establish a modern teaching concept, which is embodied in students' subjective view, broad knowledge view and development view of teaching objectives. Traditional teaching regards students as containers for passively accepting knowledge. Modern cognitive psychology theory and experiments prove that effective learning can only happen with the active participation of students. Students are the main body of learning, and the role of teachers is to mobilize the enthusiasm of students to participate in learning; Traditional teaching regards knowledge as the storage and extraction of information, while modern generalized knowledge view integrates knowledge, skills and strategies. Traditional teaching objectives focus on knowledge acquisition, while modern teaching objectives focus on people's sustainable development. It requires students to form correct learning attitudes, learning methods and learning strategies while mastering knowledge, so as to lay the foundation for lifelong learning in the future.
Second, establish a new relationship between teachers and students. It is embodied in the cooperative teacher-student relationship, harmonious teacher-student relationship and interactive teacher-student relationship. The relationship between teachers and students is based on the basic view of human nature. The traditional relationship between teachers and students is based on the incorrect view of human nature, which holds that human nature is lazy. Those who are not enterprising need strict teaching to enlighten their conscience. Teachers need authority and students need control. Modern humanistic psychologists believe that people have their own growth needs, including cognitive needs, aesthetic needs and self-realization needs. The more these needs are met, the stronger the motivation will be, and people will have the internal driving force for self-improvement. The new teacher-student relationship requires teachers not to pretend to be educators, and not to force students to obey the teacher's will by coercive means such as reprimanding, humiliating and complaining to parents. Teachers should trust, respect and love students, mobilize their potential on the basis of harmony, interaction and cooperation, and let students develop independently.
Third, master the necessary psychological counseling skills, including understanding students' psychological problems, understanding the general process of psychological counseling, developing counseling skills, communication and cooperation skills with parents and other educational resources. According to the development goal of modern teaching, education should promote the development of people's various psychological qualities, which requires teachers to understand not only the subject knowledge they teach, but also the development law of students' various psychological qualities, learn to observe them, evaluate their development level and give timely guidance. This is a more important and necessary ability for modern teachers, and it also puts forward higher requirements, which is the basis for mental health education to penetrate into subject teaching.
Fourth, the skills of organizing and managing teaching. It requires teachers to create necessary environmental conditions and activity procedures in classroom teaching, attract students to actively participate in classroom activities, make them cooperate with teachers, eliminate classroom conflicts, correct problem behaviors, and strive to use classroom teaching time for teaching activities and evaluation activities.
"While giving students certain knowledge and skills, develop students' ability and creativity, maintain and improve students' mental health, and form students' sound personality", and "at the same time" here involves understanding the meaning of infiltration.
Good subject teaching must carry out the concept of psychological consultation. Psychological counseling and subject teaching are integrated. For most classroom teaching, there is no need to separate psychological counseling and turn it into a style of "dressing and wearing a hat". A good class is like a beautiful apple. Students like it when they see it, and they are comfortable to eat. Vitamin C is like a psychological counseling class. If you extract it from the apple, make it into pills, and then give it to you with the rest of the apple, you will ignore nature. Therefore, infiltration is not equal to mechanical addition, adding a little psychological counseling to the goal. It is a combination of psychological counseling and subject teaching. This idea is consistent with the idea of "learning tools at the same time" put forward by American educator William H. KJL Patrick. He divides learning into three categories: main learning, the direct goal to be achieved in teaching, including knowledge, skills, ideals, attitudes and sentiments. , depending on the nature of the target. Auxiliary learning mostly belongs to the knowledge, ideas and concepts of the main learning, which are biased towards knowledge and can be regarded as supplementary materials. Auxiliary learning, also known as dependent learning, refers to the attitude, ideal, emotion and interest to be cultivated during learning. Infiltrating mental health education into subject teaching focuses on auxiliary learning, that is, the ultimate achievement of developmental goals, so that students can establish a correct outlook on life, lofty ideals, reasonable attitudes, appropriate attitudes, rich emotions, noble interests, value judgments on right and wrong, good and evil, beauty and ugliness, practice, change temperament and develop a sound personality.
Two. The position and function of subject teaching in mental health education
The Ministry of Education's "Several Opinions on Strengthening Mental Health Education in Primary and Secondary Schools" clearly points out that "in subject teaching, we should attach importance to students' mental health education, which is the main way of mental health education". It can be seen that subject teaching is the main position of students' mental health education. This is mainly because:
1. Courses, teaching materials, teaching methods and examinations are important parts in the teaching field, and the arrangement of these parts will have a direct and huge impact on students' mental health. Many maladjustment problems of primary and middle school students, such as weariness, truancy, test anxiety and lack of critical thinking, are directly related to the current selective examination with complicated courses, difficult textbooks, single teaching methods and only focusing on learning results. These problems are not unsolvable, and can only be solved through individual psychological counseling.
The problem of maladjustment is impossible.
2. Subject teaching is the central work of the school. Teaching activities account for the most of all educational activities in the school, and students spend most of their time in the classroom. In the classroom teaching, not only their various psychological qualities, psychological states, adaptability and interpersonal relationships are displayed, but also their maladaptive behaviors and psychological obstacles are revealed in the natural state of the teaching process, so that teachers can grasp the students' mental health more broadly and truly at the first time and take preventive and remedial measures in time, which is impossible for full-time psychological counselors in schools. If it can be thoroughly implemented, all students will always be concerned and helped by all teachers, which is in line with the basic spirit of teachers' participation in psychological counseling.
3. Subject teaching is carried out in the process of teacher-student interaction, which has a great influence on students' mental health. At present, in classroom teaching, there are obvious or potential factors that trigger students' psychological barriers or negatively strengthen students' existing slight psychological barriers and symptomatic behaviors to varying degrees. If we don't take active measures to purify the teaching situation in classroom teaching and let it spread, it will endanger students' mental health, and even weaken or offset the achievements of individual psychological counseling or counseling.
4. As far as students' growth and development are concerned, primary and secondary school students are in a period of rapid change both physically and psychologically, and there are great differences between them. Psychological counseling for them should be carried out anytime and anywhere. It is impossible to expect a student to have a certain behavior at a certain time and place in order to wait for a special psychological counseling teacher to coach him. It really depends on teachers to give timely guidance to students under the teaching situation.
Thirdly, how to infiltrate mental health education into subject teaching.
The purpose of infiltrating mental health education into subject teaching is to eliminate all unfavorable factors that are harmful to students' mental health in teaching design, evaluation and management, to prevent students' psychological obstacles caused by them, and to enable students to study in a relaxed, harmonious and pleasant situation without excessive psychological pressure, thus maintaining and promoting students' mental health. Summarize the successful experience of many teachers in this respect and summarize the following principles.
(A) the principle of positive emotions
Students' classroom emotional state is an important indicator of students' participation in classroom teaching and has an important impact on students' academic performance. ; When students participate in classroom teaching with positive enthusiasm, they will think positively and the absorption rate of classroom knowledge is high. In the long run, they will gain more respect and acceptance from teachers and classmates. In this regard, the following measures can be taken:
Creating a positive teaching environment refers to a good classroom atmosphere. It is a soft situation of teaching, which usually refers to the comprehensive state of some dominant attitudes and emotions in the classroom. Classroom atmosphere can be divided into three types: positive, negative and antagonistic. A positive classroom atmosphere is the organic unity of quietness and liveliness, enthusiasm and profundity, and looseness and preciseness. The negative classroom atmosphere is characterized by nervousness, absentmindedness and unresponsiveness. However, the confrontational classroom atmosphere is out of control. Students are too excited, go their own way, interrupt casually, and deliberately make trouble.
The research shows that teachers' teaching and leadership style, teachers' empathy, teachers' expectations of students and teachers' anxiety are the main factors that affect the classroom atmosphere.
Creating a safe teaching environment A safe teaching environment means that teachers accept students on the basis of mutual understanding and strive to make students accept each other, thus forming a social and psychological atmosphere of mutual acceptance between teachers and students, enabling each student to form a positive self-concept and a good self-image, thus mobilizing their achievement motivation and actively participating in learning. Therefore, in teaching, teachers should avoid using punitive control skills, not sarcasm and satire students, not hurting students' self-esteem and self-confidence, and respect the personality of every student, especially those with learning difficulties.
(2) The principle of experiencing success.
Teaching should not only let students master knowledge, but more importantly, let students experience the joy of learning success in the process of learning and mastering knowledge, so as to make their personality more confident and achieve the purpose of improving students' mental health. This is an important goal of modern developmental teaching and an important way to improve students' mental health. First, the following practices can be used for reference:
Ensure that every student gains a sense of success through teaching. Success produces a self-satisfied, positive and happy emotional experience, which complements self-esteem and self-confidence and is a powerful driving force for students to exert their potential. Teaching practice shows that nothing can inspire and inspire students more than success. For students, success itself is not important, what really matters is the feeling of success, that is, the satisfaction when you do what you want to do and realize your plan. If students are often criticized and reprimanded by teachers at school, often laughed at by classmates, and often scolded by their parents at home, they will regard learning as a scourge, be afraid when it comes to learning, and panic when they encounter exams. Learning brings them a heavy psychological burden; Frequent failures make them disheartened, resulting in inferiority and disappointment, leading to a vicious circle.
To implement the principle of success, teachers are required to put forward reasonable requirements, which vary from person to person, help students set appropriate goals, and require teachers to discover the endowment, interests, hobbies and specialties of each student, discover the possibility of psychological development of each student, and give correct guidance and training. If the requirements are too low and lack of challenges, it will lose the incentive effect of goals on students. On the other hand, if the requirements are too high, students will be discouraged by failure, resulting in a negative self-concept of self-abandonment and a developmental psychological barrier for students.
Avoid the adverse consequences caused by exam pressure. Schools often regard test scores as the only criterion for evaluating students' academic performance and even their personality. This standard may not conform to the real situation of students, but it affects students' self-action. Students will be criticized by the teacher if they don't do well in the exam. They are afraid that their classmates will look down on them, feel humiliated and feel that everything is inferior to others. Therefore, they are gradually afraid of exams, resulting in exam anxiety, which seriously affects students' mental health.
Examinations that meet the requirements of mental health should attach importance to students' success and meet their needs for achievement. Therefore, teachers should strengthen the diagnostic function of exams, weaken the value evaluation function of exams, and help students find the shortcomings in their studies in time, instead of satirizing and satirizing students with exam results in front of all students to eliminate their anxiety.
(3) the principle of democratic autonomy,
Infiltrating mental health education into classroom teaching management is mainly reflected in the principle of democratic autonomy. Teachers are required to overcome the wrong concept of "pressure, training and punishment" in classroom management, implement democratic management, and cultivate students' awareness of participation and cooperation, with positive guidance as the main factor and negative restrictions as the supplement; It means that appropriate behavior comes first, and rewards and punishments come last. Once students have classroom behavior problems, they should also adhere to positive education when dealing with them, and the punishment should be based on facts. Punishment should not be a means for teachers to retaliate and vent their anger, and corporal punishment should not be abused. Its purpose is to cultivate students' ability of automation, spontaneity, self-improvement and self-discipline through classroom management, eliminate all kinds of factors that cause classroom discipline problems as much as possible, and maintain and improve students' mental health.
(D) the principle of reasonable burden
It is an indisputable fact that primary and secondary school students are overburdened with study. The direct consequence of the heavy learning burden is that students are tired of completing the homework left by teachers and the tutoring homework left by parents, and students have limited time to think independently, communicate with others and arrange their own study and life, which limits the development of students' critical thinking ability and interpersonal skills. It has seriously affected the healthy development of students' body and mind. Reducing students' learning burden requires the joint efforts of education administrative departments, principals, teachers and parents; As far as classroom teaching is concerned, teachers are required to improve classroom teaching efficiency; Limit the workload. Some teachers can't finish their teaching tasks in class, so they can improve their learning effect by taking up a lot of students' spare time and after-class exercises. Some schools do not guide teachers to compare their teaching efficiency, but to compare who can work overtime and take up more students' spare time. These practices will undoubtedly increase students' learning burden.
(5) The principle of individual counseling
In the teaching process, we 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 always show their own problems in learning attitude, learning methods, interpersonal relationship, emotional state and so on. Teachers should be good at catching and discovering the psychological problems behind students' behaviors from their superficial behavioral problems, making accurate judgments, and taking corresponding methods for targeted counseling, so as to help students fundamentally solve their own problems.