Mental health education in primary and secondary schools has experienced four stages: appeal-start-development-improvement. The understanding of mental health education in primary and secondary schools across the country has made a great leap, and activities with various forms and rich contents are widely carried out in various places, which are suitable for the characteristics of primary and secondary school students. However, from the perspective of the whole country, the region is unbalanced, the quantity is unbalanced and the quality is unbalanced. Regionally, the south is better than the north, the east is better than the west, and the city is better than the countryside. From the school point of view: some schools began to try in the 1980s, and after more than ten years of unremitting efforts, they have achieved fruitful results; Some schools are infected by mental health education vigorously carried out in primary and secondary schools across the country.
They also carried out a variety of school mental health education activities in combination with the situation of schools, teachers and students, and achieved certain results; Some schools, especially those in remote areas, economically underdeveloped, information-blocked, old-fashioned and conservative, are awakening or taking active actions to carry out this educational activity. From the teacher's point of view, some psychological counseling teachers have received professional training, have solid theoretical knowledge of pedagogy and psychology, and specialize in school psychological counseling.
These teachers have rich practical experience and are the backbone of mental health education at present. There are also some psychological counseling teachers who have switched from physical health teachers and moral education teachers. However, after several years of training and self-study, most teachers have basically mastered the methods and skills of school psychological counseling and can basically complete school mental health education. There are also some psychological counseling teachers who are forced by the situation and changed from non-teaching staff or teachers who are not competent for teaching tasks. These teachers are weak in educational theory, lack of professional knowledge and practical experience in mental health education, and are difficult to be competent for mental health education in schools. Mental health education in such schools is generally a mere formality, and it is difficult to get effective results.
2. The research is weak, and the understanding of some basic concepts and basic theoretical issues in mental health education is still inconsistent.
At present, the academic and educational circles still have different understandings of the basic concepts of mental health education in primary and secondary schools, such as definition, historical development, research object, goal, function, task, content, principle, educational environment, management, teachers and training, educational mode, mode, activity curriculum, psychological training, psychological consultation, psychological measurement, psychological consultation, psychotherapy and psychological suggestion, and mental health education still has connotation and extension.
There are still different understandings and practices on how to carry out mental health education through disciplines, set up psychological counseling activity classes, set up counseling rooms in schools, intervene and help individual students' psychological problems, how to implement mental health education in various activities in schools, establish psychological files for primary and secondary school students, and the principles and methods of psychological counseling and treatment commonly used by primary and secondary school students, and so on, and a complete scientific operation system has not been formed. At present, the lag of theoretical research has hindered the development of mental health education. We call on the administrative department of education to organize scientific research departments and schools to increase investment, conduct in-depth research on theoretical problems encountered in practice, and strive to make a breakthrough during the Tenth Five-Year Plan period and form their own theoretical system.
3. Various forms, but lack of norms, and the scientific and professional level of mental health education is not high.
At present, the main forms of mental health education in primary and secondary schools are: ① offering mental health education courses; ② Subject permeates mental health education; ② Carry out mental health education in school activities; (4) Establish students' psychological files and establish a school tracking feedback correction system; ⑥ Provide psychological counseling and consultation for individual students with psychological problems by establishing a "whisper" mailbox; ⑥ Establish a contact system with parents and form a mental health education model for families, schools and communities.
Although there are various forms of mental health education in schools, there are still problems. The main points are as follows: ① When schools carry out class and team activities, they often moralize mental health education and classify students' emotions and personality issues as ideological and moral issues. ② There are many problems in mental health education activity courses: First, the textbooks are complicated. There are experimental teaching materials prepared by the research group; Textbooks written by scholars based on years of experience; There are teaching materials prepared by the experimental teachers themselves according to the needs of their work; There are also so-called "practical" textbooks compiled by booksellers from the perspective of interest. Second, there are various teaching methods. Some places can follow the law of mental health education and adopt teaching methods such as discussion, exploration and activities, so that students can achieve the purpose of self-inspiration, self-education and self-sublimation through the guidance of teachers. However, there are also some schools that make mental health education knowledgeable and keen to explain the concepts of psychology, just like teaching mathematics and Chinese. Third, the class time is not uniform, and some schools can't guarantee the time. Some schools have classes once a week, some have classes every other week, and some schools teach irregularly according to actual needs and teachers' abilities. ② Mental health education in schools should be the behavior of all teaching staff, and the scope of educational activities should radiate all aspects of school work; However, some schools narrow mental health education and only regard it as a matter for mental health education teachers. With the popularization and development of mental health education, a considerable number of schools have realized the importance of mental health education in schools from practice and work, but some schools only work hard on the so-called hardware of mental health education. For example, establishing students' psychological files and being keen on various psychological tests,
Buy some psychological testing instruments that are not suitable for students' characteristics, formalize mental health education, and be keen on making ostentation and ostentation.
4. Professional talents are scarce, and some teachers' professional skills need to be improved urgently.
At present, the school lacks professional teachers engaged in mental health education. The number of full-time and part-time teachers is generally 1-2, and thousands of students need services. Teachers should not only take mental health education classes, but also carry out psychological consultation and counseling, and also carry out various psychological training, which is far from meeting the needs of students' psychological services.
After nearly 20 years' development, since the early 1980s, the team of teachers carrying out mental health education in schools has formed and begun to take shape. According to the professional level and development trend, it can be divided into:
The first part: Undergraduates or postgraduates trained in normal universities have received theoretical knowledge training of mental health education in colleges and universities, and have a solid theoretical foundation, and are now engaged in specialized mental health education in schools. Because of their short working hours and lack of experience in education and teaching, they basically remain in the stage of armchair strategist, and have not really combined their theory with teaching practice. However, if guided correctly, after several years of practice, they will become the main force engaged in school mental health education in China.
The second part, the full-time teachers engaged in mental health education in schools at present, although they have not received systematic psychological training, are mostly highly educated, have solid theoretical knowledge of brain science and social science, and have rich teaching experience and teaching management experience. After long-term practice and exploration, they have taught themselves relevant theoretical knowledge and participated in relevant training, and naturally become the backbone of mental health education in schools at present. However, if these teachers do not strengthen their theoretical study, although they are competent at present, they will soon fall behind.
In the third part, some school leaders still have misunderstandings and regard the mental health education in schools as a decoration. In order to cope with the exam, some teachers who are not qualified for the first-line teaching work are arranged as psychological counseling teachers. They have neither professional knowledge of psychology nor outdated teaching methods. The mental health education in these schools seems to be true.
The fourth part, some schools are not equipped with full-time teachers for mental health education. The director of the Political and Educational Affairs Office, the secretary of the Communist Youth League Committee, the brigade counselor and the vice president of moral education, who has time, seem to pay attention to the work, but in fact no one has studied this work in depth and detail, making mental health education a mere formality and doing superficial work.
5. The integration is not strong enough, and the school's all-round and multi-level psychological service system has not yet formed.
The methods of mental health education in schools are flexible and diverse, and schools should combine leaders with teachers, and combine in-class and extracurricular activities.
Combine education with self-education and carry it out in all directions.