1, mental health education activity class teaching design
Activity theme: believe that I can do
Activity purpose:
1, through the activities, so that students understand the important role of self-confidence on people. 2, through the activities, so that students can know themselves, pleased with themselves, and enhance self-confidence. 3, so that students understand that when encountering difficulties, they will be able to understand the importance of self-confidence.
3. Make students understand that they should learn to be self-confident when they encounter difficulties and face them with good spirits.
Activity Forms:
Fairy tale drama performance, communication, talent show, "self-mailbox" Activity Preparation: drama, multimedia courseware, tape recorder Activity Process:
Pre-primary music "Genuine Heroes". Students, everyone's good friend Ding Ding is also here, he is going to bring us a skit, do you want to see?
I, fairy tale drama "I can't and I can do"
1, acting a play (actors wearing headdress on the stage)
Narrator: the little turtle Tintin very much want to play with the little friends, but afraid of their own clumsiness to invite people to laugh.
The little friend: "Tintin, let's climb the slope together, okay?"
DingDing: "I can't!"
Small friend: "You've never climbed before, how do you know you can't?"
Tintin: "I'd love to climb, but, I'm afraid I can't!"
Little buddy: "You're so stupid, you can't say no without trying! I think you really can't!"
Grandfather Turtle: "Don't laugh at him, he'll be able to do it one day!"
NARRATOR: The little ones climbed the slope to play, suddenly, Grandpa Turtle accidentally fell, and lay on the ground on all fours.
Grandpa Turtle: "Tintin, come and help me! I can't turn over!"
Tintin: "I want to help you, but I don't know how!"
Grandpa Turtle: "Then try! It's so hard for me to be on all fours like this!"
Tintin: "Let me try!"
Tintin: "It worked! It worked!"
Grandpa Turtle: "Yes! Thank you so much, I'm so happy for you. Actually, you're quite capable. Now, you try climbing again!"
Narrator: So Tintin followed Grandpa Turtle and climbed up the slope, and before long, they reached the top of the slope.
Tintin: "I did it, I did it again."
NARRATOR: Tintin was so happy that he went off to play with his buddies again, and he wasn't afraid of anything anymore.
2. Say something.
After watching Tintin's performance, do you have anything to say? (Why was Tintin afraid to climb to the top of the slope at first? Did Tintin succeed later? Why?)
Transition: Yes, only if you are not afraid of difficulties and try bravely, you will have a chance to succeed. (Teacher's suggestion: stand up and quietly say to yourself: "Believe in yourself"), next, the teacher would like to introduce you to a friend - the elf, let's go together to see how he did it.
II. Confidence of the elf
1, show 4 pairs of pictures, group discussion (what did the elf encounter?). What did he do? Is he confident?)
(Figure 1: Although the objective conditions were insufficient, the elf was not discouraged and did not give up his goal because of this, believing that he could overcome the shortcomings through his efforts and ultimately succeed; Figure 2: He did not get the desired grade in an exam and only scored 75 points, the elf did not give up on himself and did not indulge in self-blame for himself every day, but believed in himself so that he could study harder and be more conscientious in his exams, and could take the exam next time. Instead, he believed in himself so that he could study harder and be more serious when he took the test, and he could do better next time. (Figure 3: The elf believes in his own ability and seizes every opportunity to show himself without fear or retreat; Figure 4: The elf likes himself, treats himself correctly, and is able to see his own good points often).
2. Name the report. (Teacher timely guidance, pointing, summarized: hard work, looking for strengths, the courage to try, appreciate themselves) 3, then, students in the usual learning, life and experienced or seen what else like the elf such a confident performance?
Transition: listen to the elf and the performance of the students confident, let's take a look at the little confused and how to do.
Three, not confident little confused
1, show four pictures, group discussion (What did the little confused encounter? And what did he do?)
(Figure 1: The teacher asked Little Muddle to be the group leader, but Little Muddle was very unconfident in his ability and was not willing to be the group leader. In this way, he loses the opportunity to train and exercise himself; Figure 2: Little Fuzzy always thinks that others are good and he is not, and that he can't catch up with others even if he tries hard enough; Figure 3: Little Fuzzy doesn't believe in his own ability, and he is unwilling to sign up for the district competitions, giving up the opportunity to show his talents; Figure 4: Little Fuzzy denies himself completely just because he is not good-looking.)
2. Report the results of the discussion.
Transition: In fact, not only the little fool is not confident, everyone will encounter a time when they are not confident, we are willing to listen to the voices of others?
Four, harvest confidence
1, this is the teacher's collection of students encountered self-confidence things (show "since the mailbox"). 2, the teacher read, the other students want to find ways to help.
Transition: Thank you for your help, I think, we must be more confident. (Teacher proposed: single-row students as a mirror, double-row students to the mirror, said: "I can do it", interchangeable.) Today, the teacher would like to provide you with a stage, so that students are confident to show their talents, okay?
Four, show yourself, more confident.
1. Encourage students to show their own stunts. (Other students cheering, applauding) 2, Summary: appreciate the students' masterpiece, share the joy of students' success, other students let's strive for the next performance on stage, okay? (Teacher proposal: stand up and say together: "I can, you can, you can, I can".
Transition: just now, Grandpa Turtle helped Ding Ding establish self-confidence, I think, the students must have a lot of self-confidence words want to say to their good friends, let's put the gift - cards to good friends, okay?
Fifth, give each other gifts, treasure confidence.
1, students give each other the gift of confidence - cards.
2, we are willing to share the gifts received with everyone? (Students read the gifts of self-confidence received respectively)
3, the teacher would like to give you a gift:
Children's song: "Believe in me" believe that I can do it, I can do it; you can do it at this point, I can do it at that point; support each other to do it, cooperate with each other to do it.
4, Summary: Teacher hopes that we will hide this gift in our hearts until forever. Okay? Finally, let's stand up and say loudly: "I believe I can do it". Goodbye!
(C) how to help students improve the ability to resist setbacks?
Fall down, get up!
Activity Design
Everyone faces failure and competition, and the higher a person's mental capacity, the less negative effect setbacks bring him. On the contrary, if the psychological tolerance is low, it is bound to make himself always in a disadvantageous state, affecting his learning and progress. It can be seen that the cultivation of students with a strong will will help them successfully go through the long journey of learning and life, so that they have a healthy psychology.
The purpose of counseling: to teach students not to give in to setbacks, but to correctly understand the setbacks, learn from the lessons, rise from the setbacks, and meet new challenges with greater confidence, so as to form a healthy psychology that can withstand the test of setbacks.
Preparation before counseling 1, the story recording: "Newton - humiliated by the hair".
2. Collect some typical examples in the class that can rise up in frustration and achieve success, and be ready to introduce them.
3. Prepare questionnaires for psychological tests (one for each person).
4. Prepare examples of celebrities and great people who have overcome setbacks and achieved success.
Counseling Steps I. Talk to introduce reveal the subject
1, talk Students, the teacher would like to ask those who have wrestled to stand up, who can say what it's like to wrestle.
2, reveal the topic In life, everyone wants to walk a smooth road, but life can not be smooth sailing, there are successes, there are failures, there are good times, there are also adversities. Some people say, frustration is everyone's share of "fast food", that is to say, in learning and life, we may at any time encounter a variety of difficulties and failures, and even suffer from misfortune. At this time, you are frustrated by the setbacks to be scared, or tenacious will to success? Teacher would like to ask students to answer this question - yes, we should get up where we fall.
Board subject: fall down, get up!
Second, analyze the examples to derive the problem 1, Introduction
Frustration has different meanings to different people, the great French writer Balzac once said: suffering is a stepping stone to the genius, to the capable person is a fortune, to the weak is the abyss of the abyss. the end of the 80's, in the southern part of our country, a city, there have been a shock to the nation's true story of the two stories are the main character is a ten to The main characters of the stories were both young boys in their teens. The following students to see these two stories.
2, the use of projection to show the two stories
Story 1: an 11-year-old boy, his classmates lost his watch, the classmate told the teacher that the watch may be stolen, the teacher to find him to understand the situation, and did not think he stole, but he could not withstand the stimulus, the race to hang himself.
Story 2: A 10-year-old boy, in the knowledge that he is terminally ill, but also tenacious with the death struggle, enduring the unbearable pain, insist on receiving chemotherapy. More touching is that he often use the rest time to go to chemotherapy, other time to insist on going to school, and good academic performance.
3. Discuss: Which boy are you in favor of? Why?
4, summary This is two very different life answer sheet! The former, in front of a small setback, actively give up the opportunity to live how fragile! The latter, under the test of life and death, still trying to rise up, how strong! These two answer sheet gives us the same question: when we face setbacks, what should we do?
Board: facing setbacks
Third, listen to the audio story to stimulate student discussion.
1, students listen to the recorded story - "Newton - humiliated and inspired"
The story "Newton - humiliated and inspired! "
Newton was very smart when he was a child, but he didn't study hard, he used his mind to do handicrafts and think about problems, so in the minds of his teachers and classmates, he was a stupid child.
Once, he made a small windmill and brought it to school. Classmates gathered around to see. When a bunch of little guys blinking eyes envy Newton, a classmate said in a strange voice: "Yo! This windmill is quite dexterous!" This student is speaking against, because he usually good academic performance, has been in Newton above, see Newton in front of him, very unconvinced, and then raised his voice and said: "your little windmill appearance can be built, but why it will rotate, do you know the principle?" Newton could not answer for a moment, his face red. The classmate became more energetic: "Hmph! You can't tell me, poor thing! If you can't tell me the principle of something you made, you're just like a carpenter!" Newton was ashamed by his words, he cried and walked away. At that moment, the group of young students who had been gathered around Newton also looked at him differently one by one. "Carpenter! Carpenter! Can't even tell the principle, and still showing it here!" Said, some students hit his windmill, other students also followed up, seven hands and feet to Newton's small windmill beat a broken.
Newton heart is very sad, tears flowed down, after he thought: why these students bullying me ah? Why don't you make up your mind to do your homework? Why don't you make up your mind to do well in your studies? The night was already late, and Newton was still thinking about what happened during the day. Finally, he made up his mind: he must learn his homework well. Since Newton's determination to study hard, he seemed to be a different person, listening to the teacher in class. In class, he listened carefully to the teacher. In class, he reviewed his homework carefully, and when he had time, he did not forget his small crafts. Soon, his academic performance to catch up, and more than called him a "carpenter" of the students, to become the class of outstanding students.
2, lead students to discuss: Newton was insulted after he realized what? What did he do later?
3, the teacher combined with the students' discussion, summed up a person should be treated with frustration attitude: (1) correct understanding of frustration. The road of life is long, encounter setbacks is inevitable. Some of them are caused by objective reasons, such as illness, death of loved ones, natural and man-made disasters at home; some are caused by subjective reasons, such as some young people are tempted, threatened, and their will is not strong enough to do the wrong thing. Since the setback has become a reality, we have to recognize it and deal with it bravely, and to challenge it. (2) Turn grief into strength. To know, encounter setbacks pessimism and disappointment, self-hatred is not useful, should be more courage to do what they should do, in the life of a new starting line to start again.
Board:
Four, activities
Activities
Activity 1: Selection of Warriors
1, the rules of the activity: the teacher to select the sailors aboard the "Challenger" ship, students as long as the answer to one of the following three questions, you can become an honorable sailor: (1) please Tell an example of your own face setbacks, courage to overcome the difficulties; (2) tell a great man to overcome setbacks, achievements; (3) tell a quote that you appreciate most.
2. Students speak freely and start the activity. The teacher puts sailor hats on the students who speak.
Activity 2: Teacher-student talk to solve psychological problems.
1, the method of activity: students are asked to write the recent difficulties and frustrations encountered on a piece of paper (do not have to write their names), handed over to the teacher, the teacher and students together **** with the discussion to solve.
2, four-person groups to discuss with each other to find solutions to the problem.
V. Role play. Teachers show prepared role play scenarios, please students according to the scenarios need to play seriously, and discuss the situation in the scenarios.
Scenario: the class of Chen Cheng students survived a car accident, but she was seriously injured and hospitalized, students know, we pooled money to buy a gift to the hospital to see her, to encourage her to get back on her feet, after the illness, the teacher and her classmates to help her remedial classes, so that she can catch up with her studies.
Discuss: What do you do when someone else is frustrated or unfortunate?
Board: In the same boat *** help hand in hand *** advance
Course Teaching Suggestions The cultivation of students' will is not a one-day thing. This requires teachers to pay attention to various methods and ways of education while taking good psychoeducational classes, to understand the situation of students in a timely manner and to tailor the teaching to individual differences. This textbook is suitable for upper elementary school students.
(D) How to help students regulate negative emotions?
Emotional Weather Station
Activity Objectives: 1, recognize the diversity of emotions, know that facing different situations, different events will produce different emotions.
2. To recognize the impact of positive and negative emotions on people themselves.
3. Understand that emotions can be regulated and controlled, and initially learn to regulate and control bad emotions.
Activity Preparation
1, music composed of three parts: happy dance music, bombing effect and sad and mournful music
2, one copy of the emotional carousel for each person
3, a video clip from the students
4, the "Happy Clapping Song"
5, multimedia classroom
Activity Process:
Before the class Exchange
1, the teacher gave the students three words as a gift: the first word to themselves: I'm great. Let's say to ourselves together confidently and loudly: I'm great! The second sentence to the next partner: you are really great. Come together and praise your buddy with all your heart. The third sentence compliments all of us: we are really, really great. How did you feel when you complimented yourselves just now? How did you feel when you were praised by your peers? (nervous, embarrassed, happy)
2, the introduction of counseling content: the face of different situations, different things, we will produce different emotions, today let us enter the "emotions" this colorful world, together to experience the emotions, to open the veil of mystery of emotions.
(A) music into the situation
1, first of all, please come to enjoy a piece of music, with the heart to listen to, to feel.
2, listening to this music, what changes in your emotions? Cheerful, happy - panic - sad
Summary: A short piece of music just now caused a strong emotional fluctuations, our emotions are all the time by the environment, the impact of the event, there are often different emotional experiences, both Cheerful, joyful, happy, but also troubled, sad, frustrated, and even painful, sad emotional experience. Music can cause changes in mood, different things can cause changes in mood even more, here we are through a game to experience changes in mood.
(2) "Grabbing fingers" experience emotions
1, the name of the game is called "grabbing fingers", stretch out your right hand, palm down, stretch out your left fingers, and your left and right classmates into a circle, the teacher spoke! The teacher will say something about the word "emotion". When I say the word "emotion", use your right hand to grab the fingers of the left hand of the classmate next to you, and try to escape quickly with the fingers of your own left hand.
2. What kind of emotional experience did you have in the game just now?
(C) the use of "emotional weather station" to recall emotions
1, just two minutes, our emotions have experienced such a big change, in the past life we have a variety of emotions, that are produced in what circumstances? If you are asked to use a color to represent this emotion, what do you think it is the emotion? Please write down the deeper emotions you have experienced on the weather station. As you write, think about when what situations give rise to such emotions for you. (Students write while recalling the emotional experience they have had)
2, exchange: students emotions on the weather station is filled with colorful emotions, who will communicate with everyone you feel the deepest emotions? (Students say they have experienced a variety of emotions)
3, the teacher concluded:
Look, a variety of emotions on the composition of a colorful life, there are many emotions can bring us a feeling of happiness, joy, our life, learning to play a positive role in promoting, these are positive emotions. But there are also some emotions will make us feel very gray to life, very troublesome, we call these emotions negative emotions or bad emotions. If bad emotions are not controlled and regulated, they will often bring bad consequences, this is not, Dagang had a very unpleasant incident with his classmates, let's take a look at this incident!
(4) watch the video, clear bad emotions
1, play the video (about the other students think he is playing the game is often lazy, do not let him take part in the game, Dagang anger, out to hit.)
2. What kind of changes did Dagang's emotions go through?
3. Did Dagang control his emotions?
4. If you were Dagang, how would you control your emotions?
(E) Discussion, seeking ways to control bad emotions
1, yes, take a step back, or think about it from a different angle may be the sea and the sky, when we encountered some sad, troublesome, angry things, we can be through a variety of ways, a variety of ways to regulate their own emotions, to divert their attention, and sometimes things are not as bad as we think. That bad, here our main character encountered several situations, the following please each group to choose a few of these topics for discussion, to help them come up with ideas, you think there are ways to help them eliminate bad emotions, and then you can give a name to the methods they think of.
(1) Xiao Qiang feels annoyed when he encounters a difficult problem in doing math, and he can't solve it by thinking left and right.
(2) Xiao Li felt sad when people kept canceling her because she had a lot of small sesame beans on her face.
(3) She was sad when her grandmother, who raised Xiao Bei, died.
(4) Dad had promised to take me out this double holiday, but he didn't fulfill it, it's so boring.
Communication: students talk about their methods, you can let students take a name for their methods and write it on the board. The teacher can flexibly summarize the methods of eliminating bad moods according to the students' sayings: (a) Positive psychological suggestion method: I can do it. Try harder next time. Use the motto to motivate themselves (2) attention transfer method: listen to music, watch movies, read books, take a walk (3) reasonable catharsis method: find someone to talk, sing, play ball
(6) create a song catharsis
1, in the encounter with bad moods, we can use different methods to control their own emotions, but also through the reasonable catharsis to adjust the bad moods. For example, sing songs and make movements, let us express our emotions through songs and through movements, okay? Let's sing the "Happiness Clapping Song" and rename it as "Emotion Clapping Song". What would you do if you felt happy? What would you do if you felt angry? What would you do if you felt sad? Students are free to create their own songs, but they must do so without hurting others, which is called reasonable catharsis.
2. Students create their own songs and sing along with the music.
(VII) Summary of activities
Teacher's message: I hope that students can face life with a smile, meet life with strength, and weave life with joy in the future.