Model essay on mental health 1: Research on mental health education in junior high school English teaching Abstract: Today's society is a society that advocates creativity, but a considerable number of people with high creative potential cannot become creators in the end. The reason is that teachers ignore the cultivation of creative personality in the process of cultivating talents, because a truly successful creator must be accompanied by good personality and psychological quality. It is indispensable to infiltrate mental health education into the teaching of English and other subjects to meet the psychological needs of students.
Keywords: psychological needs; Psychological quality; Mental health education; Junior high school English education
The Ministry of Education pointed out in "Several Opinions on Strengthening Mental Health Education for Primary and Secondary School Students":? Good psychological quality is an integral part of people's overall quality and a very important content of future talent quality. ? Strengthening mental health education in primary and secondary schools has become a realistic topic that schools, families and society must attach great importance to. Reflecting on junior high school English teaching, teachers attach great importance to imparting knowledge and skills, but ignore the cognitive rules of students' will quality, personality and behavior, as well as students' emotional attitudes and values, which leads to the weakening of students' autonomous learning, weak sense of cooperation, improved grades and psychological imbalance. This kind of teaching that ignores students' mental health has gradually delayed the healthy development of students' body and mind. Therefore, teachers should be good at infiltrating mental health education in junior high school English teaching, nourishing students' minds and laying the foundation for their lifelong development. How to make mental health permeate students' hearts in junior high school English teaching?
First, create a warm English learning situation to meet the psychological needs of students
Psychologist Maslow believes that everyone has the need of self-development. Teachers should fully meet students' psychological needs in teaching, teach students scientific methods of self-development, encourage students to experience success in the process and feel happy in success, thus building confidence. In practice, I pay attention to empathy and consider from the perspective of students: what are students willing to learn? What kind of learning style do you like? Guide students to study on their own initiative. For example, the pressure from family, society and school on students can be imagined, and students with weak emotional control ability can't help but feel a certain degree of anxiety. Therefore, I pay attention to creating a relaxed atmosphere for students in teaching. For example, when teaching 8BUnit3Welcome, I asked the students to talk about: What can you use the Computertodowhy? -How often? For these questions, the students are very interested, especially some students who don't study well and don't like to talk. This time, they raised their hands and the atmosphere was extremely active. What are they talking about? Playing games, word processing, sending and receiving emails, drawing and designing, watching movies, shopping and traveling. Therefore, teachers should set some specific and practical goals in teaching, so that students can achieve these goals with no effort. Let students be in a relaxed and happy atmosphere, so as to reduce their anxiety, stimulate their beliefs, awaken their potential, and guide them to become interested in learning slowly until they love and enjoy learning.
Second, create a democratic English teaching atmosphere and eliminate the psychological burden of students
The research of educational psychology shows that there is subtle emotional communication between teachers and students all the time, and students' emotions are accompanied by all stages of teaching from beginning to end. ? If the classroom atmosphere is democratic, students can boldly express their true feelings, tell the truth, be afraid of teachers, and the psychological burden of wrong answers will be eliminated. Therefore, when teachers encounter problems in a democratic and equal atmosphere, they should respect students' personality and adopt ways and means that students can easily accept, so that teachers and students can build a bridge of understanding, open a window of spiritual harmony and protect students' self-esteem to the greatest extent. In teaching, I am good at discovering the advantages and achievements of students, giving timely evaluation and guidance, especially encouraging and caring for students with learning difficulties. It is very common for students to make some minor faults and mistakes in their study. Once students make mistakes, they criticize them. This shouldn't and that shouldn't easily lead to students' emotional opposition, and the result is counterproductive. Instead, it patiently induces and inspires students to correct themselves from the beginning of enlightenment, and achieves twice the result with half the effort. Therefore, teachers should establish a sense of equality with students to meet their psychological and safety needs. Only when teachers treat students equally and impress them with sincere smiles and full enthusiasm can students participate in learning activities happily. For example, has the teacher made good use of it? Would you like to try? 、? Tryitagain，youcandoitwell？ Such as encouraging words, make good use of them? Okay？ 、? Excellent? 、? Well done. 、? Cleverboy？ Compliments, etc. , can close the psychological distance between teachers and students. Kiss his teacher and believe in his way? Students' interest in learning English is stimulated and teaching activities are full of vitality.
Third, let EQ and IQ complement each other to improve students' psychological quality.
(A) through the infiltration of teaching links, cultivate students' mental health.
On the one hand, what does the teacher use in class? Good morning? 、? Are you welcome? 、? Payattentiontogoodmanners，？ 、? Caremoreforothers？ Everyday language, such as respecting students' personality, can make healthy ripples in students' hearts; On the other hand, teachers consciously adopt it? afriendinedisafriiendinded(afriendinedisafriendinded)？ 、? Health is better than wealth? 、? Pridegoesbeforeafall (pride goes before a fall), Alittlepotissoonhot (a little fidgety? Such famous aphorisms can also touch students' mental health education. At the same time, teachers provide students with some English short articles containing mental health, for example, in the poem "Don 'tWorry? Don't worry that your job is small and your pay is small. Please remember that I used to like you very much. ? It means: the work you do is very small and the return is very small, but you have to start from an early age to become a big tree. It can exert a subtle influence on students' mental health education.
(B) through the platform of autonomous learning, cultivate students' independent behavior.
Independence is the core quality of autonomous learning. If the initiative is expressed as? I want to learn? , then independence is manifested as? I can study. . Except for special reasons, every student has considerable potential and obvious autonomous learning ability. Moreover, every student has independent needs and wishes to show independence. Their whole learning process in school is also a process of striving for independence and moving towards independence day by day. Traditional English teaching underestimates or ignores students' independent ability, ignores or suppresses students' independent requirements, which leads to the loss of students' independence, which traditional teaching needs to overcome. English Curriculum Standard for Full-time Compulsory Education requires teachers to fully respect students' autonomy, actively encourage students' autonomous learning, create various opportunities for students' autonomous learning, let students play their autonomy, cultivate students' autonomous learning ability and promote students' autonomous learning. Passive learning? Change? Active learning? Students' independence is gradually established, and their psychological quality is bound to improve.
(3) Enhance students' frustration tolerance by sharpening their will.
Students will inevitably encounter a series of obstacles in the process of learning. At this time, teachers should first give ideological guidance, and ideals are the real driving force for students to succeed. Once students have a clear goal, they will definitely pursue and work hard firmly and consciously. Teachers can rely on teaching materials to infiltrate mental health education, cultivate students' self-esteem, motivate students to be determined to succeed, and motivate students to study hard. For example, ScientistsatWork described Franklin's spirit of daring to explore, daring to overcome difficulties and never flinching in the face of difficulties and dangers, and finally proved that there was electricity in lightning. GreatWomen describes the determination and courage of two women to challenge difficulties and go forward bravely in the face of difficulties. Save the Earth describes the relationship between man and nature, which makes students love and cherish nature and inspires their healthy psychology. On the other hand, when students encounter difficulties in solving practical problems, should they give up or work hard, and should the industry or teachers take the initiative to explain? I think teachers should be patient, leave enough time for students to study and solve their own problems, and let students experience the generation and development of perceptual knowledge themselves. Finally, teachers can explain their ideas and methods. So-called? What you get on paper is superficial, but what you realize in your heart is profound. You never knew you had to do this? . By discovering, challenging and solving problems, students gradually understand that no matter what they do, they must have strong perseverance and tenacious will. Long-term subtle influence is obviously conducive to honing students' will and enhancing their ability to withstand setbacks.
(D) Encourage students to face up to themselves through positive psychological suggestion.
Motivation is an important principle of mental health education, and it is also an important means to stimulate people's motivation and arouse their enthusiasm. According to the theory of intrinsic motivation, teachers should try their best to meet students' high-level psychological needs, mobilize students' intrinsic learning motivation and encourage students to face themselves squarely. I still remember Xiao Xia, a graduate student of Harbin University. Xiao Xia longed for success, but she failed many times in exams and was often despised by people around her, so she was depressed and disheartened. In my opinion, to make her interested in English learning, we must first make her feel successful. I used a layered test card to set the questions layer by layer, so that she could finish the first layer at a time (the first layer is the basic knowledge of each class, as long as she listened to 15 minutes), and she got 100 points for each item. When she really got a score of 100, a great sense of happiness produced a strong sense of pleasure and great motivation. At this time, her personality was respected and she studied. After letting her experience the happiness of success many times, encouraging her to continue to do the second level has gradually stimulated her interest in learning and changed her weariness of learning. On the eve of entering a higher school, Xiao Xia gave me a diary, and the title page of the diary solemnly wrote:? I am a confident person, I believe I can overcome difficulties, because I dare to challenge myself! When I encounter setbacks, I always say to myself, I can do it! ? . In a word, EQ and IQ are interdependent, and the creators who really make a difference must be accompanied by good personality and psychological quality. Teachers should be good at infiltrating mental health education in junior middle school English teaching, improving students' psychology and improving their psychological quality.
References:
[1] Ye Shuitao, He. Mental health education in primary and secondary schools [M]. Beijing China Science and Technology Press, May 2000.
[2] Liu Hui, Zhu Xiaoman. School education in a pluralistic society: paying attention to the life world of individual students [J]. Educational Research, 200 1, (9):8- 12.
[3] Wang Yuhua and Yang Chaohui. The quality characteristics of creative teachers and their training methods [M]. Beijing: China Science and Technology Press, 2004, 1.
[4] Wang Xishui, Rui Bo. Introduction to psychological education [M]. Beijing: Guangming Publishing House, May 2006.
Fan Wener: The Influence of Family Education on Adolescents' Mental Health Abstract To explore the influence of family education on adolescents' mental health plays an important role in promoting the formation of adolescents' healthy psychology and the healthy growth of adolescents' body and mind. Therefore, this paper studies related issues from the perspective of the influence of family education on adolescents' mental health.
Keywords family education; Teenagers; Mental health; affect
First, the influence of parents' role models on teenagers' mental health.
From ancient times to the present, China has discussed the influence of family education on teenagers' mental health in many aspects, and Confucius, a great educator, once said, "Is he upright? The point of view. [1:36] Parents' words and deeds in family life have a subtle influence on teenagers. Parents' words and deeds are correct, and everything they do can conform to the norms, which has a positive impact on teenagers. On the contrary, if you just preach blindly, your behavior runs counter to the principle of educating teenagers. Not only can you not convince your children, but they will gradually think that their parents' education is inconsistent with their words and deeds. Psychologist Bandura has also done experiments on aggressive response. The experimental results show that the inherent tendency of good and evil in adult behavior has a great influence on teenagers' psychology. Children will only imitate the behavior of adults, and will not make in-depth judgments and studies on the good and evil of their own behaviors. It can be seen that what kind of example parents set in their daily family life has a far-reaching impact on the mental health of teenagers. Therefore, in the process of family education, parents should consciously set a good example for teenagers and have a positive impact on their psychology. The role of this example cannot be ignored.
Second, the influence of family rearing patterns on adolescent mental health.
Family rearing patterns generally include four types. The first kind is spoiled, mainly because parents spoil teenagers too much. Children are the core of family life, and family life should focus on children's needs and let them become family members? Little emperor? 、? Little princess? I can't say, but I am self-centered, willful, self-centered, lacking a sense of responsibility for my family, and I don't know how to be grateful. This kind of pampered upbringing will have a great negative impact on children's mental health, making it difficult for children to adapt in future social life, and will continue to hit a wall, which is very unfavorable to the formation of teenagers' healthy psychology; The second is arbitrary. This kind of family education is just the opposite of pampered education. Parents who practice this parenting style are the absolute authority of family education. In the implementation of family education, children should be absolutely obeyed, and children are not allowed to have their own opinions. The way of discipline is rough and simple, too harsh and strict, and children are required to complete everything according to their own wishes. The children educated in this way have serious inferiority, cowardice, indifference and lack of self-confidence in their study and life, which is also very unfavorable to the formation of healthy psychology of teenagers. The third is laissez-faire. The most prominent feature of this type of family education is that parents leave their children alone and let them develop. Teenagers are a critical period for the formation of ideological and moral quality, outlook on life and world outlook. Without good family discipline, teenagers in this period are likely to have problems in thinking and behavior, which will easily lead to mental health imbalance and extreme behavior, which will have a great negative impact on teenagers' mental health. Fourth, the democratic family rearing style is strict but not harsh, caring but not pampering, so that children are full of self-confidence, respect, positive and positive energy, and cultivate their enterprising spirit, so that children can learn to consider problems from the perspective of others, be good at understanding others, learn to communicate with others, and be good at adapting to society. This democratic way of family education is very beneficial to the formation of teenagers' healthy psychology. From the above analysis, we can know that good family education is very important for the formation of teenagers' healthy psychology. In the process of daily family education, parents should educate their children in a democratic way, understand and respect their children, be good at encouraging and guiding them, and let them learn to be grateful, self-disciplined and friendly. Only in this way can children form a healthy psychology and better adapt to the future social life. At the same time, parents should change the inherent concept of family education, not only care about their children's physical and mental development in daily life, but also pay attention to their mental health development. Parents should strengthen communication with their children, pay attention to their psychological changes, teach their children to learn to care about others, teach their children to be good at getting rid of their bad emotions, teach their children to deal with interpersonal relationships, and strengthen mental health education, so as to lay a solid foundation for their future happy life.
Third, the influence of a good family atmosphere on the mental health of teenagers.
Family atmosphere refers to the relationship between family members, including the relationship between husband and wife, parents and children, and the relationship between a family member. [2.47] Whether a family's family atmosphere is harmonious has a great psychological impact on children. If the relationship between family members is harmonious, the family atmosphere will be relatively harmonious. On the contrary, if family members are tense, the family atmosphere will naturally not be harmonious. A harmonious family atmosphere is an important guarantee for children's physical and mental health, an important prerequisite for children's mental health and a basic condition for children's happy life. Especially among family members, the relationship between husband and wife is directly related to the mental health of children. Imagine the constant quarrel between husband and wife, the increasingly tense relationship between husband and wife, and the child's heart can't get a happy and safe experience. If the husband and wife are harmonious, care for each other and have harmonious feelings, the children's growing environment will naturally be bathed in the sunshine of love, and the children's psychology will naturally be healthier. It can be said that a good family atmosphere can not be ignored to promote the healthy growth of teenagers' psychology.
conclusion
Studying the influence of family education on teenagers' mental health plays an important role in promoting the formation of teenagers' mental health. Judging from the current situation, the development of family education is not satisfactory, and there are still many places that need to be improved. Therefore, it is necessary to study the influence of family education on adolescents' mental health.
References:
[1] On the role of family education in adolescent mental health [J]. Educational exploration. 20 10(09):34-36.