The second is to have the teaching ability of mental health education. Only on this basis can students be effectively guided to learn through experience, activities and games.
First, having certain ontological knowledge of mental health is the basis of effective teaching.
Mental health knowledge, even the most basic common sense, is abstract and rational for junior two students. Therefore, only when teachers have certain mental health knowledge can they overcome subjective preaching, make students' learning process natural, true and valuable, and finally guide students' mental health development scientifically and effectively.
As far as this lesson is concerned, it seems simple to guide sophomore students to find ways to make themselves happy, but it actually involves a lot of psychological common sense. For example, what are people's basic emotions? What is the connotation of each emotion? How to treat happiness? What harm can bad mood bring to people's health? What are the feasible adjustment methods for second-year students? Wait a minute.
In order to get a correct understanding, firstly, we should learn professional knowledge by consulting professional books; Second, we should have a scientific and accurate understanding and grasp of the basic concepts involved in teaching by looking up the dictionary. For example, "mourning" is the basic emotion of people, but what is "mourning"? That is, "sadness, sadness." So, what is "sadness"? That is, "sad, sad." What is "sadness", that is, "sadness". After constant questioning, we will understand the basic emotion of "sadness" well, thus building a bridge between children's life experience and mental health professional knowledge.
Second, having the teaching ability of mental health education is the guarantee of effective teaching.
Teacher Yang thinks that mental health education is a comprehensive art, and since it is an art, it must be supported by corresponding technologies. Specifically:
First, close contact with the actual life of students.
Curriculum Standards of Morality and Life points out that the formation of morality originates from children's experience, understanding and perception of life, and only educational activities originating from children's real life can trigger their inner feelings, real rather than false experiences and cognition. It can be seen that students' real life is of special value to the formation of their moral quality and social development. The design of teaching activities in this class is based on students' life, and through activities such as recording and communicating "emotional masks", students are guided to learn to observe life, experience life and feel life. Because students have real experiences and feelings, in class, students can freely talk about their personal feelings brought by happy and unhappy emotions, and then they will have their own new understanding that unhappy emotions will affect their physical and mental health. It can be seen that only when teachers closely link the teaching content with the students' life reality can students gain experience that can lead their future life from rich life experience. The second is to develop the game activities that students like.
Activity is a prominent feature of the course of Morality and Life. Activity is the intermediary between teaching and learning, and the goal of the course is mainly achieved through various teaching activities under the guidance of teachers. The teaching of this class ended in the activity of "getting rid of troubles and having happiness".