It is the inherent requirement of the standardized development of college students' mental health education to conduct a comprehensive investigation and study on the teaching of college students' mental health courses. The following strategies can improve the teaching quality of college students' mental health courses: strengthening the construction of mental health education courses and giving full play to the role of classroom teaching; Overcome the constraints of existing conditions and realize the reform and development of teaching methods; Strengthen the research and practice of teachers' psychology and improve teachers' teaching professional quality. Keywords: mental health; Courses; With the rapid development of science and technology and the deepening of reform and opening up, people's ideas and values are undergoing profound changes. College students are facing more and more pressure in their studies, job selection and emotions, and there are more and more mental health problems, which have aroused widespread concern and profound reflection in society. In this context, colleges and universities have set up mental health education courses for all students, which have achieved certain results and are warmly welcomed by college students. Course teaching is the main channel and position of college students' mental health education. A comprehensive investigation and study on the teaching of college students' mental health course is of great practical significance for improving the effectiveness of college students' mental health education, and it is also the inherent requirement of the standardized development of college students' mental health education. First, the characteristics of college students' mental health course (1) The teaching object is subjective. For a long time, China's curriculum system is based on disciplines and society, ignoring students' inherent growth needs and suppressing students' creativity. Mental health education is a course that needs to be student-centered and pay attention to students' personality development. It is also a course that takes students as the main body, arouses students' enthusiasm and interest as the main teaching means, adopts appropriate teaching methods, enables students to actively participate in the whole process of teaching activities, and enables students to stimulate their learning enthusiasm, develop their learning potential, actively explore and create, and construct their psychology in practical training. On the one hand, the course requires students to be regarded as independent subjects with dignity, enjoy equal rights and status with teachers, give them emotional security, give them interesting teaching content, make them feel confident and belong, and respect students also means giving them personalized care and not giving up on them, even when they make mistakes. Pay attention to every student and make them feel valued. On the other hand, the curriculum requires giving students the right to choose and make decisions. The power of choice is the natural power of the subject. If a subject can only be selected but not selected, then he is not a real subject, and the subject only feels his subjective status and power in free choice. Therefore, the course requires us to create as many opportunities as possible in teaching, let students choose freely and respect their choices. For example, assign different grades of homework, let students choose, provide various extended classroom activities, let students choose, let them choose partners, let them choose tutors, let them freely choose subjects, let them choose their own learning methods and so on. When choosing middle school students, I feel their dominant position and the respect and trust of teachers. They began to consider their own interests and learn to take responsibility. (B) The teaching method is experiential, which is the basic feature of school mental health education. In teaching, students constantly understand the meaning of the world and the meaning of life existence through experience, constantly activate life, confirm life and enrich life. It can be seen that the effectiveness of mental health education courses depends to a great extent on whether students can have personal experience in the course and get some insights from the experience. The curriculum form of mental health education takes situational setting as the main way to create certain psychological experience, so that students can master mental health knowledge and adjust their healthy mentality through observation, understanding and practice, thus cultivating students' good psychological quality and behavior habits. The course attaches great importance to peer discussion and group counseling, so that students can form a complete knowledge system and a brand-new cognitive structure in mutual communication, and promote the development of students' psychological quality and ability. Second, the problems existing in the teaching of college students' mental health course (1) The teaching of mental health education is seriously inadequate. According to the spirit of the relevant documents of the Ministry of Education on college students' mental health education, most colleges and universities have set up courses on college students' mental health education, but the survey shows that most of these courses are optional courses with low hours. According to these classes, teachers can only focus on the basic knowledge of mental health, self-cognition, college students' learning, emotional management and interpersonal communication, love and sex, and some psychological knowledge can't be involved too much in class. Colleges and universities have not really included it in the construction of curriculum system. Compared with other public courses, college students' mental health course is not paid enough attention, and the class hours of mental health course are not easy enough, which leads to insufficient attention from teachers and students. Many teachers and students think that mental health course is a dispensable course, and students do not teach and learn seriously, which greatly affects the teaching quality and the effect of mental health education in colleges and universities. (2) The teaching method is biased towards imparting knowledge-based content, and the teaching method is single. In colleges and universities, many professional courses are mainly taught by teachers, and simple knowledge teaching is carried out according to the predetermined teaching objectives. As mentioned above, the mental health education course, as a public course integrating knowledge imparting, psychological experience and behavior training, is different from professional courses. The course of mental health education should not only impart specific skills and abilities to students, but also help students solve psychological puzzles. At present, teachers often adopt the teaching mode of professional disciplines, which shows that they teach students too many psychological concepts and principles and pay attention to their systematicness. In terms of teaching, due to the limitation of class hours, the number of students and the venue, in the actual teaching process, we usually give lectures mainly to teachers. Although some teachers use modern teaching methods and look colorful in form, the essence of teacher-centered has not changed. Teaching mainly takes the form of lectures, questions and debates, ignoring the particularity of mental health education. Teachers' lectures and students' learning are opposite, and they are opposite to students' learning. (3) Teachers' teaching business needs to be further improved. The teaching of mental health education is different from other education and teaching work in the school, and its teaching content, methods and language have certain particularity. Therefore, the teaching of mental health education needs teachers with real professional standards. According to the survey, in actual teaching, the number of teachers who are really qualified for this course is very limited. Some full-time teachers became monks halfway and came through self-study. There is no comprehensive and systematic study, no knowledge of mental health education and no clinical experience. They can only cross the river by feeling the stones-step by step. As a result, some teachers' professional knowledge of psychology is poor, and most of the cases they teach come from books, lacking vivid life cases. They can't explain and express the mental health knowledge with application value and closely related to students' life, work and study in a simple way in combination with clinical practice, and their theory is divorced from reality, so they can't achieve the purpose of inspiring students to think independently and help others and help themselves in mental health education. Third, measures to improve the teaching of college students' mental health courses (1) Strengthen the construction of mental health education courses and give play to the role of classroom teaching as the main channel. 20 12 according to the notice issued by the general office of the Ministry of education, the notice puts forward that the course of mental health education for college students should be included in the teaching plan and training plan. The main education course is a compulsory course, with 2 credits and 32-36 hours. According to the situation and needs of students, continuing education courses can be offered in different semesters. It can be seen that the Ministry of Education attaches great importance to strengthening mental health teaching. In the teaching of mental health education, we should actively respond to the spirit of relevant national documents, start with increasing the teaching hours of college students' mental health education, and popularize mental health knowledge from the surface. In addition, designing the course content according to the psychological needs of students of different grades, offering various targeted mental health education according to their physical and mental characteristics and psychological needs, paying attention to the cultivation and development of students' psychological quality and developing related abilities are important contents of college students' mental health education. We can consider offering mental health education courses in different grades to meet the needs of students at different stages and strengthen the construction of mental health education courses. For example, the courses offered by freshmen should include: psychological adaptation education, love psychology and sexual psychology education. The contents of the courses offered in sophomore year should include; Improve personality development education, psychological behavior training, psychological quality training of higher vocational students, psychological counseling, interpersonal group training and other courses, increase the education and teaching of classroom content, and give full play to the role of classroom teaching as the main channel. (2) Overcoming the constraints of existing conditions, realizing the reform of teaching methods, and developing and designing reasonable teaching contents are bound to rely on certain teaching methods and means, so that students can better grasp the teaching contents and finally achieve the teaching objectives. In the teaching process of mental health education, although it will be bound by many realistic conditions such as venue, time and large number of students, the diversity and flexibility of teaching methods should be organically coordinated in teaching, and students should participate in the whole teaching process through the cooperation of various teaching methods and the combination of classroom teaching, discussion, debate, scenario simulation and group psychological counseling. Maximize students' learning enthusiasm in classroom teaching. In addition, teachers should strengthen communication with students, organize teaching materials by using hot spots, focuses and difficulties close to students' psychological life, give play to students' subjectivity, mobilize students' excitement and inspire students' thinking. Finally, in the classroom, we should pay attention to promoting students' independent experience and sentiment, so that students can share their experiences in the classroom and have unique emotional feelings, understanding and significance for things, so as to gain and grow themselves. (3) Strengthen teachers' psychological research and practice, and improve teachers' teaching professional quality. Teachers play a very important role. Successful classroom teaching is inseparable from teachers' careful teaching design and perfect teaching implementation. Teachers of mental health courses should first continue to strengthen the study of professional knowledge, participate in relevant study and training, communicate with other universities, learn from successful teaching cases, constantly absorb relevant and beneficial theoretical knowledge related to mental health education and teaching, deepen their own scientific and cultural literacy, and improve their teaching professional level from the aspects of knowledge structure, ability structure and personal psychological quality. Secondly, teachers are required to have psychological clinical practice experience, combine social phenomena and people and things around students, and deeply analyze students' familiar experiences, so as not to make students feel that theory and practice are out of touch. Only in this way can students truly achieve the positive purpose of effective self-regulation of psychological activities. Finally, the school should also strengthen the system construction, do a good job in the training of mental health teachers and establish a perfect training mechanism.