This paper first points out that social participation in school education is an important trend in the development of education in the world today, and among the forces of social participation, family is the most important for the growth of primary school students. Whether parents effectively cooperate with their classmates in mental health education directly determines the effect of mental health education in schools. The cooperative development of home-school psychological education is to give full play to the advantages of family and school, make up for the shortage of school education with the advantages of family education, and let school education guide family education, that is, the advantages of both sides are mutually utilized and complemented, so as to realize the optimization of mental health education.
Paper Keywords: Home-school psychological education complementary advantages to form a joint force
The growing environment of young students mainly includes school, society and family. Among them, family education is of great significance to students' mental health and personality development. Social participation in school education is an important trend in the development of education in the world today, and among the forces of social participation, family is the most important for the growth of primary school students. Family is the cell of society, and family education is the starting point of all education and an indispensable part of the whole social education. Family is the cradle of children's growth, and family education is the basis for children to receive all education on the road of life. Therefore, parents' educational behavior is related to the formation and development of children's good personality and morality, and to the national quality and national destiny. Whether parents effectively cooperate with the school to carry out mental health education for their children directly determines the effect of school mental health education. It is the unshirkable obligation of the school to cooperate with the school to carry out mental health education and improve the quality of family mental health education, which is also the key to the success of school mental health education. The cooperative development of home-school psychological education is to give full play to the advantages of family and school, make up for the shortage of school education with the advantages of family education, and let school education guide family education, that is, the mutual utilization and correction of the advantages of both sides, so as to realize the optimization of mental health education.
At present, the research on the cooperation between mental health educators and schools is basically based on how schools guide families and think that schools play a leading role in cooperation. This is because: on the one hand, the quality of parents in reality is mixed; On the other hand, the school is a specialized institution engaged in education, and there are a large number of full-time educators who understand the physical and mental characteristics and development laws of children and can carry out scientific mental health education for children according to the educational laws. The leading role of schools is conducive to the integration of family education and school education. However, there is no in-depth study on how to carry out cooperation in depth and how to give full play to the subjective initiative of families in cooperation. This leads to the inefficient and formalistic situation of mental health education carried out by home-school cooperation, and there are various problems in practice.
First, psychological education problems in home-school cooperation
(A) parents and teachers lack the awareness of home-school cooperation in mental health education.
I conducted a survey of some parents of students in our school to carry out mental health education through home-school cooperation. The survey found that most parents are aware of the importance of cooperative mental health education for their children's growth, but there is a gap between cognition and action. Whether talking with teachers or in the process of daily education for children, some parents rarely or never involve their children's mental health problems. Judging from participating in school mental health education activities, most parents lack participation consciousness and do not realize that participation is their right and obligation; Or think that mental health education is a matter for professionals and a task for schools, and only cares about children's food, clothing, housing and transportation. Some parents even think that as soon as their children go to school, they all push the responsibility of educating their children to the school, thus relaxing their education ideologically; Not only that, they will also regard parents' participation as a manifestation of the school's shirking responsibility and incompetence.
In the survey of dozens of teachers, it is found that some teachers think? Keep a certain distance from your parents to work better? Think? Underachievers are mainly because their parents don't care? ,? Parents let their children watch TV too much? ,? Think parents don't care about their children? ,? Give up parental responsibility? . Some teachers think that parents generally have a low level of education and poor cultural literacy, and mental health education is a new thing. Parents don't know much. If the school organizes parents to participate in psychological education, it is simply asking for trouble; Or think that parents are not active in other school activities, and have different opinions and expectations with teachers on education issues, so it is difficult to reach a consensus. In addition, some schools think that it is impossible to cooperate with parents as long as a psychological counseling room or psychological counseling room is built to cope with the examination of superiors. Or just individual teachers should contact these parents for a few students with psychological problems; Or intellectualize mental health education, be keen on compiling parents' books, explaining concepts and engaging in formalism.
(B) the misunderstanding in the practice of home-school cooperation.
1. The purpose is unclear and the activities are simplified. In practice, some teachers blame parents for students' psychological problems and think that family education is not good. Or take home-school cooperation in the form of parent-teacher conferences and home visits as a good opportunity to complain to parents, and rarely negotiate with parents to solve problems. On the contrary, parents will also have this kind of behavior. With such barriers, it is impossible for both sides to exchange and cooperate equally. In addition, the activities carried out by the school rarely have psychological education color, which is coordinated with the class team activities; Or parents talk about everything in school activities, there is no special topic.
2. Activities lack pertinence and become a mere formality. The health education activities carried out by the school are not aimed at the actual situation of students, and the goals are general and empty, and the contents are complicated and disorderly. Often the class teacher thinks it is necessary to do it, and many people think of their parents when they have problems. Even the activities that have been carried out are often not planned, recorded and summarized, and the activity time is intermittent. They only revolve around several major periods, such as the beginning, the end and the holidays. Even the health education blackboard newspaper and tabloid newspaper are only published for a few months, and the parents' school organizes an activity for a few months, which is very random and blind. Parents only get some convincing knowledge and skills, so it is difficult to transfer to daily family education.
3. School-centered, less two-way communication. Many schools adopt simple indoctrination in practice, and only extract some articles about mental health education from books, newspapers and magazines to blackboards, billboards or tabloids, which can be regarded as carrying out mental health education activities; The parent-teacher conference has almost become a report meeting. Basically, teachers talk about mental health education knowledge or students' mental health status, and parents are just recipients. This one-way communication takes the school as the center everywhere and only considers the needs of the school, and the effect can be imagined.
(3) Lack of professional talents, and some teachers' professional skills need to be improved.
A large number of high-quality teachers are needed to carry out mental health education in cooperation between home and school. At present, the scale and professional level of mental health education teachers can not meet the needs of reality. Professional teachers are quite scarce. Generally, a school has 1 full-time teachers, and thousands of students need services. Although some teachers have been trained in the theoretical knowledge of mental health education and have a solid theoretical foundation, they are still in the stage of theoretical discussion because of lack of educational and teaching experience; Some teachers rush headlong into action, lacking basic scientific knowledge, easily misleading students and causing adverse effects; Some teachers only teach psychological knowledge, ask students to take notes in class, draw key points, and coach parents as well. This kind of teaching, which emphasizes knowledge over experience, increases the burden on students. In addition, the mental health level of some teachers is worrying, and the lack of excellent teachers is the bottleneck restricting the cooperation between home and school to carry out mental health education.
Second, the methods of home-school cooperation at home and abroad
1. How to develop home-school cooperation abroad
Nowadays, countries all over the world have generally realized that it is difficult to complete the education of young children only by the unilateral efforts of schools, and it requires the full cooperation of all sectors of society, especially families. Home-school cooperation has become the main form of promoting students' better development in some developed countries. American scholars are divided into three categories according to the role of parents in school cooperation:
Parents are supporters and learners. Parents' home-school cooperation in this role mainly includes: parents' school, parents' meeting, parents' tabloid, family education consultation, home-school written contact, telephone contact and individual parents' appointment.
② Parents are voluntary participants in school activities. This kind of home-school cooperation mainly includes: parents' report meeting, extracurricular counseling, parents' help to guide professional practice and special skills training.
③ Parents are participants in school education decision-making. The specific ways for parents to participate in decision-making include: parents' advisory committee, teachers' parent-teacher conference, and parents serving as members of the school board.
2. The practice of home-school cooperation in China
In China, there are three main forms of parents' participation in school education:
One is tradition? Parent-teacher conference? . According to the work arrangement of the school, parents are usually called to the school to communicate before the start of school, the end of the final exam or the holding of large-scale activities.
The second is the rise in recent years. Parent school? . Its main purpose is to help parents understand the importance of family education to their children's study and provide them with some knowledge and skills to educate their children.
The third is home visit. Under normal circumstances, the school will combine general prevention, follow-up and regular visits. Home visits can specifically address students' situations, solve practical problems and promote home-school contact. Its greatest function is to promote the initiative of parents to educate their children to a certain extent.
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