On Mental Health Education in Moral Education —— Mental Health Education in Moral Education
Abstract: In the process of ideological and moral education for middle school students, the most troublesome thing for teachers is that students have rejection and resistance, and they don't accept it ideologically. It is understandable to talk without obedience, persuade without believing, and believe without action. The biggest embarrassment is that students openly contradict each other. In the actual middle school education, we find that even the most mischievous students, the students with the worst grades, or the students with the most backward ideological performance in all aspects have not lost their mentality of being good. They all have an expectation to gain the trust, understanding and recognition of teachers and classmates. Then, what kind of moral acceptance psychology do middle school students need our teachers to grasp and adapt to?
Keywords: moral education; Psychological acceptance; Students; way
China Library Classification Number: G633 Document Identification Number: Part A Number:1003-2851(201) 08-000-01.
First, the psychology of truth acceptance.
Man's pursuit of truth is an irreplaceable need. Middle school students have an extraordinary worship of truth, which is embodied in the fact that almost all middle school students like to recite famous sayings and aphorisms, and often copy them in notebooks or encourage each other. Teachers should make full use of the philosophical advantages of famous sayings and aphorisms according to the psychological characteristics of middle school students' courage to pursue the truth and be willing to accept it, analyze practical problems in real life, explain them in simple terms, solve students' ideological problems, point out the maze, enlighten people, and convince and accept students. But this problem also has another negative effect. In recent years, with the spread of money worship, hedonism and extreme individualism, middle school campuses have also been infected to varying degrees. Many middle school students regard the negative motto "Every man for himself, the devil takes the hindmost" as the truth. In this regard, our middle school teachers, especially ideological and political teachers and class teachers, should be fully psychologically prepared and must not be impatient. It is not surprising that middle school students are young and have weak discrimination. As teachers, we should fully understand students. This is the first prerequisite for doing a good job in students' ideological work patiently and meticulously.
Second, personality acceptance psychology
Middle school students are in the primary stage of the formation of personality psychology. Teachers should respect students' personality, be gentle and gentle, and be persuasive in any case. In the process of ideological education, when students collide head-on, experienced teachers take the approach of bypassing the topic, putting things aside for the time being, and solving them after both teachers and students have calmed down for a period of time. However, many teachers often take tough measures such as expelling students from the classroom and informing parents, and even some teachers use force to suppress them. As a result, the teacher only saves personal self-esteem or personal face; But it is a serious psychological blow and personality injury to the school. For those poor students, teachers respect their personality, which is more likely to influence them and become the internal motivation to encourage them to make progress. I have countless cases in this regard. In addition, teachers should also learn to use their own personality strength, set an example everywhere, match words with deeds, set an example for others, and set an example to supplement daily teaching. In today's society, under the prevailing social atmosphere of treating guests and giving gifts, many parents of students unilaterally believe that teachers will care about their children only when they treat guests and give gifts. Teachers should handle these situations cautiously and properly, and pay attention to leaving a good and perfect personality image for students. We believe that the field of moral education is not entirely derived from preaching, but from the noble inspiration of teachers themselves.
Third, the psychology of accepting the facts.
Middle school students are willing to accept the truth and personality, but we should also note that middle school students now are more willing to accept the truth. As we all know, middle school students are generally rebellious to instill simple preaching and theory. Since the 1990s, I have made several questionnaires from Grade One to Grade Three in school, and found that the more senior students are, the stronger their rebellious attitude is. So when I was in the ideological and political class in senior three, I paid great attention to the fresh examples published in newspapers and magazines recently. Sometimes just tell a few examples about a problem first, and then let the students whose emotions are mobilized go to class to sum up their own conclusions. This kind of teaching effect is good, and students generally welcome it. I also extend this method to the ideological and moral education of students during recess. Tell as many examples of students' problems as possible, so that students can understand, chew and reflect on themselves, and less blunt and condescending words. This not only shows the teacher's clear attitude and concern, but also does not damage his self-esteem, which is easier for students to accept. Of course, teachers will encounter such a situation, and students will come up with one-sided facts to refute the teacher's point of view. My own approach to this situation is that no matter what the students' motives are, even if I am embarrassed to answer sometimes, I will first affirm the students' resistance courage and thinking spirit, and then explain and answer them in detail in a friendly way with sufficient data and examples. In the actual moral education in middle schools, teachers should not only get used to proving the truth with facts, but also give full play to students' subjectivity, so that students can experience and accept the truth through facts.
Fourthly, the psychology of environmental acceptance.
The story of "Three Movements" in ancient China and Meng Mu is about the importance of environmental acceptance psychology. Students living in a certain campus environment will inevitably be influenced by the environmental style, resulting in a natural acceptance and an interactive relationship between people and the environment. In the west, there is the theory of environmental induction influenced by experimental psychology of Gestalt School, and there is also the theory of "environment is education" in its educational theory. Therefore, in the ideological and moral education of students, efforts to create a healthy, clean, civilized and lively environment will certainly receive the effect of "teaching by example". Although today we have no quantifiable data indicators to detect the actual impact of the environment on students. However, I don't think anyone will deny the far-reaching significance of the campus environment to the future life of middle school students. It should be said that moral educators in middle schools have done a lot of work in optimizing the school teaching environment in the new period, which has indeed played a lot of subtle roles in cultivating students' sentiment, sharpening their will and enriching their wisdom. Therefore, many teachers refer to the campus environment as a "potential course" outside the textbooks, but this does not mean that there is no problem in this respect. First of all, our campus teaching environment is still serious, lively and uninteresting, which is mainly related to the examination-oriented education mode of campus teaching, which has caused strong psychological depression to students. Secondly, students are the main leisure people on campus. They are not only the beneficiaries and maintainers of the campus environment, but also the builders of the campus environment. Middle school students' self-management of campus environment and planting trees and grass to beautify campus environment have not been paid attention to, especially in key middle schools.
Of course, middle school students' moral education acceptance psychology also includes role acceptance psychology, habit acceptance psychology, convergence acceptance psychology, etc. Due to space limitations, I won't go into details here. In short, only by following the psychological law of students' moral acceptance and constantly optimizing the forms and methods of moral education in middle schools can we reduce the twists and turns in exploration and achieve twice the result with half the effort.
References:
Wang Changhua. A Summary of Social Stratification of Class Students [J]. Shanghai Education Research, 2003, (12): 9- 13.
[2] Gan Ying. Establish a student-centered class management mechanism [J]. Basic education research, 2003. Supplement: 19-20.
[3] Li Bing. Cultivate the cooperative consciousness of the only child in class education [J]. China Moral Education, 2003, (1 1): 74-75.
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