School environment is an important soil for students' growth and development and socialization. It refers to all the conditions in the school that can actually affect the physical and mental development of students. The composition of the school environment is extremely complicated. According to the characteristics of its control and function, the author of this paper divides it into "hard environment" and "soft environment". The "hard environment" in schools refers to the objective conditions that have a practical impact on students' physical and mental development and have clear requirements and specific evaluation criteria, such as the subject setting and teaching, daily management of schools, teaching equipment and surrounding environment. The school's "soft environment" corresponding to the "hard environment" refers to the conditions that exist objectively in schools, are mainly controlled and mastered by teachers, and often have a practical impact on students' physical and mental development in a subtle way. For example, the ethos of schools and classes, teachers' personality characteristics, teachers' educational methods and so on. If the school is regarded as a complete system, the "hard environment" of the school can be said to be the hardware in this system, which plays a positive role in promoting students' physical and mental development, while the "soft environment" of the school is the software in this system. What influence it has on students' physical and mental development depends on the teachers who play a leading role in this environment, and its influence may be positive or negative. If the negative factors in the "soft environment" cannot be effectively suppressed, it will have a negative impact on the healthy development of students, and the most direct consequence of this impact is to endanger the psychological health of students and even lead to various psychological obstacles. Based on the characteristics of school's "soft environment", this paper expounds its profound influence on students' mental health, so as to arouse educators' more extensive attention and exploration on the construction of school's "soft environment".
First, the characteristics of the school's "soft environment"
The school "soft environment" has many influences on students' physical and mental development, but it has the deepest influence on students' mental health. The influence of school "soft environment" on students' physical and mental development is always like air, but some factors that actually affect it are often unconsciously ignored by people. Teachers should play a leading role in the construction of "soft environment" in schools. However, because teachers have different understandings of many elements in the "soft environment", the "soft environment" of schools under the control of teachers will be very different. The objective existence of the above situation is directly related to the characteristics of the "soft environment" itself. Generally speaking, the school's "soft environment" mainly has the following characteristics:
"Soft environment" and fuzziness of standards.
Generally speaking, the "soft environment" of schools mainly includes four aspects, namely, the atmosphere of schools and classes; Teachers' educational methods; Teachers' personality characteristics and mental health: each big aspect contains several elements. From the general principle, it is not difficult to understand and grasp the contents of these main aspects and the connotations of various elements, such as what kind of school spirit and class spirit we advocate, what are the characteristics of good educational methods, what excellent personality qualities teachers should have, and so on. These problems are clearly expounded in some relevant educational theories, and all teachers who have received systematic vocational training are not short of these basic things in their minds. 怼 5? Pull? Tease and guide the real escape desire? School? Hey? ├ ├? Do you want to run away? Shape? Promise? The connotation and standard of each element are not so easy to grasp, and in most cases, it needs to be flexibly mastered according to the specific situation. For example, "freedom" and "discipline", when students should enjoy full freedom and when they must be required to strictly abide by discipline must be different according to specific events, specific occasions and even specific students. Therefore, the so-called "democracy" in theory is only the "principle of flexibility", not the "hard standard" and "soft environment" in actual education.
The second is the difference in understanding and controlling the "soft environment".
It is precisely because the connotation and operating standards of each element in the "soft environment" are vague that it is actually only a general guiding principle. Therefore, in specific educational practice, because each teacher has different views on children and education, their understanding of the connotation of each element in the "soft environment" is also very different, and teachers' different understanding of the connotation of each element will inevitably lead to differences in grasping the scale and scale in actual educational control. For example, people-oriented education places special emphasis on respecting students' personality, which is considered as an important prerequisite for implementing effective education and the key to shaping students' excellent personality and promoting their mental health. However, what is respect in the end and how to do it is true respect. Every teacher has different understanding and attention to respect, and the educational behavior embodied by specific educational means and methods is even more different.
Influence and function of infiltrating "soft environment".
The existence of school "hard environment" is objective, and every teacher and student can clearly realize its existence and every change that has taken place. With the progress and development of society and the deepening of education and scientific research, the "hard environment" of the school will continue to improve, gradually providing better teaching conditions for students, making the teaching settings of various disciplines more scientific and reasonable, and teaching management more effective. Although the "soft environment" of the school also exists objectively, its existence is more like air. Although it is very important, it is often ignored by people. Its influence on students, like air, is always accompanied by it, but it slowly permeates unconsciously. It can be said that every education link organized by the teacher, the teacher's handling of every incident in the school, the teacher's unconscious words and deeds, and even a look constitute a kind of.
Second, the school's "soft environment" on students' mental health
The school's "soft environment" has a profound impact on students' mental health, mainly in the following aspects:
A "soft environment" affects the formation of students' correct self-knowledge.
Self-knowledge is an important part of human self-awareness. Generally speaking, it mainly includes two aspects, namely, self-concept and self-evaluation. Correct self-knowledge is an important symbol of mental health, and it is also the premise of children's all-round development of personality and the formation of excellent personality quality. Students' correct self-awareness is gradually formed and developed under good education and teaching conditions, and the "soft environment" of schools regulated by teachers plays a vital role in this process. Especially due to the immature psychological development and low level of understanding of students of all ages, they are more sensitive to the evaluation from teachers, more concerned about their status among peers, and have a deeper understanding of the success or failure of learning, which makes them more sensitive to the influence of various elements in the "soft environment" of the school. Therefore, teachers' attitude towards each student, evaluation of students and educational means and methods adopted will directly affect students' evaluation and understanding of themselves, and ultimately affect the formation of students' correct self-understanding.
Second, the "soft environment" affects the establishment of students' harmonious interpersonal relationship.
Harmonious interpersonal relationship is an important symbol of mental health, and it is also a powerful promotion to mental health. Whether students can establish harmonious interpersonal relationships with teachers and classmates at school has a far-reaching impact on their healthy psychological development. Research shows that many psychological problems and even serious psychological obstacles among students are closely related to the bad teacher-student relationship and the disharmonious classmate relationship in schools. Therefore, helping students to establish good school interpersonal relationship is an important way to promote the healthy development of students' psychology. Teachers are the core of interpersonal relationships in schools and the main coordinators of various interpersonal relationships in schools. Teachers' personality characteristics, teachers' mental health, teachers' educational methods and means, and the class atmosphere advocated and cultivated by teachers have a profound impact on all kinds of interpersonal relationships in the school. Therefore, strengthening the construction of "soft environment" in schools is an important prerequisite for establishing and harmonizing interpersonal relationships.
Thirdly, the "soft environment" affects the creation of students' healthy emotional life.
Any psychological activity of a person is accompanied by corresponding emotional experience, so whether the mood is healthy can clearly reflect a person's mental health. Many factors in the school's "soft environment" can directly or indirectly affect students' emotions and make them have positive or negative emotional reactions. In other words, in this psychological atmosphere and environment created by teachers, students may not only form a good emotional state of satisfaction, happiness, optimism and cheerfulness, but also produce negative emotional reactions such as depression, anxiety and fear. Therefore, every teacher should pay attention to the school "soft environment" closely related to students' emotional life, help students create a healthy emotional life, and make positive optimism the dominant emotion in students' social life.
Third, the focus of school "soft environment" construction
In a sense, the "soft environment" of the school is more important than the "hard environment". Its functional principle is just like the hardware and software on a computer. Although hardware is very important, the real function of hardware must rely on advanced software. The fact that the school's "soft environment" has a far-reaching impact on students' mental health reminds us once again that we must attach great importance to and strengthen the construction of the school's "soft environment".
First, strengthen theoretical study and improve teachers' theoretical literacy.
Teachers' theoretical accomplishment and level is an important prerequisite for them to master the basic principles of each element in the school's "soft environment" in educational practice. Therefore, strengthening theoretical study, improving teachers' theoretical literacy and level, and forming a correct "view of children" and "view of education" on this basis should be the basic task that runs through every teacher's whole career. Most teachers who work in basic education posts graduated from normal colleges or received systematic vocational training. They are no strangers to educational theory, and some have even studied it two or three times. However, as far as the formation and establishment of a person's correct "view of children" and "view of education" are concerned, such learning is far from enough. First of all, when studying educational theory systematically, many students just enter another school from one school gate without any teaching experience. In the absence of empirical evidence, their understanding of many theoretical problems is very superficial; Secondly, in many studies, people pay too much attention to how to take exams and how to graduate, without really thinking about the problem. In this case, some knowledge can't really be transformed into their own educational ideas; Finally, the educational theory itself is developing under the new situation of continuous social progress. With the continuous improvement of educational science research level, new research results emerge one after another, and new educational principles and policies are introduced from time to time. Once teachers neglect theoretical study, their ideas will fall behind and even run counter to the development of the times.
Popularize mental health knowledge among teachers.
Caring for and consciously maintaining students' mental health and being a mental health care doctor for students is a new mission entrusted to teachers by the times and a higher requirement put forward by social development. In order to accomplish this mission and cultivate cross-century talents with good psychological quality and healthy psychological state, it is necessary to popularize mental health knowledge to teachers, so as to arouse teachers' great attention to students' mental health and pay extensive attention to the construction of "soft environment" in schools. Only when teachers attach importance to this aspect ideologically and master the preliminary knowledge can they not disgrace the mission of mental health care doctors, consciously create a school environment conducive to the development of students' mental health, discover and control students' possible psychological problems in time, and give necessary help to individual students' psychological problems. At present, the knowledge of most teachers in basic education jobs in the old psychology textbooks they learned as students is far from enough, so they need to make up this lesson.
Third, carry out psychological counseling activities for teachers.
As an important part of school's "soft environment", teachers' mental health has a far-reaching impact on students' mental health. Teachers with mental health can create a perfect image for students to imitate through their own words and deeds, so that students can develop in a healthy direction in a subtle way; Teachers with mental health can create a harmonious and warm atmosphere among students and make them feel as relaxed and happy as spring breeze. On the contrary, teachers' mental health will directly endanger students' mental health. If teachers are hostile to students and bossy, the development of students' creativity and independence will be restrained. Teachers themselves have a sense of dependence and insecurity, so they may provide a lot of help to students, so that students can form a sense of dependence, so that teachers' own security needs can be met. Teachers' profession is lofty and great, but teachers' work is hard, tedious and stressful, which can easily breed all kinds of bad emotions or produce some other psychological problems. If these psychological problems are not alleviated in time, they will gradually aggravate and even lead to various psychological obstacles. Therefore, it is an important part of school mental health education to carry out teachers' psychological counseling activities so that every teacher has a healthy psychological state.
Pay attention to the cultivation of excellent school spirit and class spirit.
Excellent school spirit and class spirit are an important part of the school's "soft environment" and an important soil for teachers and students to maintain a healthy psychological state. Schools and teachers should strengthen this construction from the following aspects:
1. Create a democratic and equal psychological atmosphere.
The so-called psychological atmosphere is simply the atmosphere and environment that has a practical impact on people's psychological development. Schools and teachers should strive to create a democratic and equal psychological atmosphere. Schools should vigorously advocate academic democracy, learn from each other's strengths in teaching, encourage teachers and students to think independently, dare to challenge authority and dare to express different opinions; Leaders and teachers should work democratically, and the relationship between leaders and teachers, teachers and students is that they are both teachers, friends, leaders and comrades. Any forced orders, simple and blunt working methods and rough interference are not desirable. Leaders and teachers should treat everyone around them equally and handle problems fairly.
2. Advocate the spirit of unity, cooperation and mutual assistance.
The school advocates the spirit of mutual assistance and cooperation between teachers and students, encourages and guides teachers and students to respect and care for each other, and cultivates a good atmosphere of mutual learning, mutual care in life, mutual help in politics and mutual cooperation in work. To correctly handle the relationship between competition and cooperation, we should not only make good use of the incentive function of competition, but also try to avoid the possible adverse effects of competition. Especially in today's gradual transformation from "exam-oriented education" to "quality education", schools and teachers should pay more attention to the correct treatment of exam results, and can not take exam results as the only standard to measure teachers and students, let alone use them as a powerful weapon to "subdue" students. Schools and teachers should guide students to care about students who have difficulties in family life, school study and social adaptation in various ways, so that these students can enter the door of new life as soon as possible with the help of teachers and classmates.
3. Cultivate the good habit of obeying the rules and discipline.
Like any social group, schools should have both democracy and centralization, as well as freedom and discipline. It is necessary to cultivate students' spirit of thinking, speaking and acting, and to form good habits of accepting codes of conduct and observing rules and regulations. To this end, schools and teachers should insist on supervising and inspecting various rules and regulations formulated by schools, and reward and punish them in a timely and reasonable manner, so as to form a good atmosphere with rules to follow, rules to follow and rules to follow.
In a word, starting with the improvement and construction of the school's "soft environment", optimizing the school education environment is an important link in implementing the spirit of "quality education", the key to promoting and implementing school mental health education, and an effective way to promote the healthy development of students' physical and mental health and cultivate cross-century talents with good psychological quality, which should be highly valued by all sectors of society.