First, a harmonious atmosphere-the lubricant of comprehensive practice teaching
Psychology shows that a good teacher-student relationship is the key factor to promote students' learning and reduce problem behaviors. It is conducive to the cultivation of students' ideological and moral character, the improvement of their studies, the cultivation of their intelligence and the all-round development of their body, mind and personality. As a mental health education teacher, I deeply realize that a harmonious atmosphere is the lubricant of comprehensive practice teaching, which can get twice the result with half the effort.
In the teaching of comprehensive practical activities, I respect students' personality, respect students' personality, establish equality consciousness and be students' sincere friends. Care and accept students' behaviors, strive to establish close and friendly friendship with students, and actively create a harmonious, relaxed, democratic and pleasant teaching atmosphere. For example, when I was teaching the theme of "Fun Games" in the first volume of Grade Four, I asked which students were most interested in "Fun Games". As soon as the question was raised, the students were full of enthusiasm and put forward many ideas, such as finding games for their elders when they were young, learning from games, and creating new games, games and health. The children's active participation made me feel their broad perspective and active thinking. However, due to the limitation of time and conditions, only one or two topics can be decided, so I give students the initiative to choose and let them decide the research issues through group voting and collective discussion: the games we like to play, creating new games and so on.
After letting students choose their own research topics, I also asked them to form their own research groups to carry out research. The relaxed and harmonious atmosphere encourages students to gain positive psychological experience. They threw themselves into the activities with confidence and participated independently with a relaxed and happy mood. The games created by the students are ingenious, and they experience great happiness in the games.
Second, good cooperation-the driving force of comprehensive practical activity teaching
In comprehensive practical activities, it is generally carried out independently in the form of groups, which is also the characteristic of this discipline. Good cooperation is the driving force for the effective development of comprehensive practical activities. At present, most of the students in school are only children. Influenced by family and social factors, many students have developed the bad habit of being selfish and self-centered, and their sense of cooperation and interpersonal relationship are poor. To this end, before each comprehensive practice of the theme, I asked my classmates to form a mutual assistance and cooperation group according to their hobbies. Guide students to cooperate and learn from each other, encourage students to participate in group discussions, express their opinions boldly, discuss various issues with team members and share the joy of success. However, when children cooperate, problems will inevitably arise. If the teacher can't help solve it in time, it will affect the good cooperation between children. For example, when teaching the activity of "Unbreakable Eggs" in the fourth grade, six people in Xiaomei's group had a heated discussion. Everyone expressed their opinions and put forward their own ideas, while Xiaomei, the group leader, tried one by one according to her classmates' methods and all ended in failure. Seeing that all the eggs were destroyed, a classmate anxiously blamed Xiaomei, but Xiaomei felt particularly wronged and tears swirled in her eyes.
Third, living resources-the vitality of comprehensive practical activity teaching
How to implement the theme developed in mental health education and suitable for comprehensive practical activities is what I have been trying. The theme design of comprehensive practical activities must follow the principle of life, and the topics set by students should come from what happened in their own lives. The children of migrant workers in our school account for two-thirds of the students in the whole school. Local students often have relatively superior conditions and enough money to control them. Many children still have computers at home. In sharp contrast, many children of migrant workers have the psychology of keeping up with the joneses, which is mainly manifested in the students in the fourth and sixth grades. In the gradual contact with urban children, their behavior became more and more intimate, but they began to hesitate, be timid and feel inferior. According to the characteristics of the students in my class, I chose the theme of "getting rid of inferiority and building self-confidence", but I always feel that it is difficult for students to really learn the knowledge of mental health in just 40 minutes through the counseling of mental health classes, especially for students with psychological problems. I think if students can spend more time to personally understand the cases around them, let them form inner conflicts through investigation, experiment and participation in activities, correct their cognition in the process of solving internalized contradictions, and get feelings that touch their hearts, they will certainly form positive emotional factors. So in the comprehensive practical activity class, I use the method of telling stories and playing videos to consciously guide students to ask related questions around the topic of "inferiority". Children's problems include: what are the manifestations of inferiority, the reasons for inferiority, and the methods to overcome inferiority. How to solve the problems in the future? I think: similar to psychological problems, students solve problems by themselves. Therefore, I ask children to form their own groups to study according to the topics they are interested in. Each group spent a week collecting information, observing friends around them, reflecting on themselves, surfing the Internet, watching TV, asking parents and other ways to understand some issues related to the theme.
In the summary exchange activities, children show the information collected in their lives by telling stories, performing sketches and other forms. Activities make children feel the same way and touch their hearts. The comprehensive practical activity teaching with the theme of "getting rid of inferiority and building self-confidence" allows children to reflect and adjust their behavior and psychological state. Through repeated reflection and adjustment, they have a clearer understanding of themselves and their psychological status quo, so as to better construct their own psychology. Some children have invisibly walked out of the shadow of inferiority and gradually moved towards self-confidence. This kind of comprehensive practical activity teaching is more effective than psychological consultation.
Comprehensive practical activity class is the growing point of the new curriculum concept. Infiltrating mental health education into comprehensive practical activities not only broadens the content of comprehensive practical activities and realizes the effectiveness of teaching, but also promotes the development of students' mental health and cultivates a sound psychological personality.