First, the classroom design of mental health education courses
(A) the content of mental health education is close to life, with specific and targeted goals. The content of mental health education should be close to the real life of primary and secondary school students, and different teaching contents should be determined according to the different psychological problems faced by primary and secondary school students at different ages. For example, primary school students are grateful to their parents, freshmen adapt to the environment, and interpersonal communication and love problems in junior and senior high schools. Only according to the different needs of different students can we make this course more attractive and meaningful. The goal of mental health education course should be concrete, feasible and operable, and avoid big and empty goals and contents.
(2) Carefully design activities to make them diversified and hierarchical. The design of mental health education curriculum should avoid too much preaching and focus on activities. However, the content of the activity should not be too much, and it should be "fine". The whole process of the activity and possible accidents during the activity should be considered. The forms of activities should be diversified to avoid being too single, such as just writing or giving a speech, which will easily make students feel bored and lose interest in activities. It should be combined with various forms, closely linked, distinct, progressive and interlocking. This can not only stimulate students' interest, but also achieve good activity results, thus achieving the purpose of the activity. The design of activity forms should be suitable for the age characteristics of different students. For example, primary school students are more suitable for telling stories and playing games than debating competitions.
(3) Pay attention to the innovation of mental health education activities. In the curriculum design of mental health education, it is necessary to avoid both the timeliness and the singleness of activities. It is necessary to consider whether the students have done it or not and whether they are interested in the activities. According to students' hobbies and age characteristics, innovating the original activity design or inviting students to participate in the activity design can increase students' sense of identity and participation in the activity and improve students' enthusiasm for participating in the activity.
(4) Design a backup plan. The design of activity plan should consider the emergence of unexpected factors. For example, the design of outdoor activities should consider the change of weather factors. If it rains, the second scheme should be adopted to make the activity design scheme flexible. For example, when an activity plan is implemented, it can be supplemented and improved with the contents of another activity plan, so as to achieve the overall effect of the activity and achieve the predetermined goal.
Second, matters needing attention in mental health education class
(1) Give full play to students' subjectivity and actively mobilize their initiative. Activity and experience are the two core elements of mental health activity class. The best embodiment of these two factors is to give full play to students' initiative, make students the protagonists of the activities and make students' experience more profound. Teachers should straighten their roles and be participants, guides and enlighteners of psychological activities. In the process of activities, we can use heuristic teaching, flip classroom and other teaching methods. Giving full play to students' subjectivity is not only reflected in the design before participating in the activity, but also in the evaluation after participating in the activity. Teachers actively accept the opinions and suggestions put forward by students in the evaluation, and constantly improve and perfect the psychological activity curriculum.
(2) Reasonable allocation of time, good rules and good demonstration. Teachers should control their time flexibly, and don't waste too much time in one activity, affecting the next activity, so that the whole activity can't be completed and the due activity effect can't be achieved. When explaining the rules of activities, you should have clear thinking and concise language. You can demonstrate by yourself or ask students to demonstrate, which is more conducive to the smooth progress of the activities.
(3) Ask more open questions and reduce closed questions. Psychological activity class focuses on psychological experience and self-expression. Open-ended questions help students to speak freely and express their feelings freely, while closed questions have fixed answers, which imprisons students' thinking and is not conducive to students' self-expression. In the process of students' continuous expression and talk, students' psychological problems can be constantly discovered, so as to guide them in a targeted manner.
(4) Caring for and encouraging students. Some students in mental health activities are introverted, even inferior, and lack self-confidence in verbal expression, which requires the encouragement and support of teachers. Improve their self-confidence, let them dare to express themselves and constantly strengthen their self-awareness. Use praise and praise in activities to enhance students' sense of pleasure and self-efficacy.
(5) Teachers bring positive and optimistic emotions into the classroom. The activity atmosphere of mental health activities is the key factor for the success or failure of the whole activity. Teachers should bring positive and optimistic emotions into the classroom to make the classroom atmosphere more active and avoid the influence of negative emotions on the activity atmosphere. At the same time, teachers should pay attention to adjust in time when the activity atmosphere is low, so as to promote the formation of a good activity atmosphere. Teachers' words should be humorous to make the classroom atmosphere more pleasant. You can also adjust the classroom atmosphere by asking students to tell jokes and perform sketches.
(6) Appropriate self-exposure to enhance the sense of trust and intimacy between teachers and students. According to the principle of reciprocity and initiative in interpersonal communication, teachers' proper self-exposure is conducive to increasing students' trust, making students dare to show themselves sincerely and helping students express their feelings.
(7) Teachers of mental health education courses. First, keep learning the theories, methods and skills of new mental health education courses. Pay attention to the accumulation of various materials in daily life, network, books and periodicals. Second, pay attention to the follow-up evaluation of the course effect, so that the mental health education course pays more attention to practice. For example, parents can be invited to participate in activities to learn about students' performance in family life through telephone network. Third, teaching summary and teaching reflection are carried out continuously, and the advantages and disadvantages of each class are summarized and improved.