First, the goal orientation of mental health education
Many scholars believe that the goal of mental health education in primary and secondary schools is to cultivate students' good psychological quality and improve their mental health level. The author believes that this formulation does involve the main objectives of mental health education, but it is not comprehensive, because the objectives of mental health education in primary and secondary schools are various. First of all, from a macro perspective, that is, from a social perspective, mental health education is an important link in cultivating cross-century high-quality talents, and it is also the key to the success or failure of a nation. Someone once said, "The new generation of our nation cannot adapt to the development of modern society and the progress of the times without good psychological quality and strong physique. Without strength, it is impossible to stand among the nations of the world. " Secondly, from the middle perspective, that is, from the perspective of pedagogy, the goal of mental health education should be consistent with the educational purpose, that is, to serve the socialist modernization, it must be combined with productive labor to cultivate builders and successors of the socialist cause with all-round development in morality, intelligence and physique. Finally, from the microscopic point of view, that is, from the students' point of view, its goal is to improve students' mental health level, focusing on the healthy development of students' psychology, rather than correction or treatment.
At present, the goal of mental health education in primary and secondary schools is:
(A) At the macro level, the goal of mental health education is unclear or unclear.
Some people engaged in mental health education don't pay attention to the macro goals of mental health education, and they generally only achieve the middle and micro goals. It is precisely because they don't realize the macro-social goal of mental health education that mental health education is limited to simple mental health education and can't widely see its value and significance to a nation and even the whole society, which is also an important reason why mental health education can't be popularized at present.
(2) At the meso level, the goal of mental health education is distorted by exam-oriented education.
Examination-oriented education emphasizes the enrollment rate unilaterally, and thinks that all the work of the school should promote the enrollment rate, and everything should be centered on academic performance. Therefore, in mental health education, only learning psychological counseling is emphasized, and more psychological tests, guidance on learning methods and psychological adjustment before exams are carried out. In fact, mental health education at the middle level should promote the realization of educational goals and the full implementation of quality education. Mental health education is the core, starting point and destination of quality education. Only by recognizing this clearly, in the middle level, mental health education will not be trapped in exam-oriented education and can play its due role.
(3) At the micro level, mental health education seems to be psychotherapy.
Some people limit the goal of school mental health education to correcting or treating some students with mental disorders or diseases, and ignore others. In fact, for students, treatment, prevention and development are the goals of mental health education, but who is more important? Many psychologists call for "prevention is better than cure". This is not to say that treatment is not important, but that we should educate primary and secondary school students before they have psychological obstacles, so that they can develop psychologically healthily, even if they are effectively prevented, instead of waiting for them to have obstacles before treatment. Otherwise, mental health education will lose its due significance.
To solve the above problems, the author proposes the following suggestions:
First of all, we should establish a new concept of mental health education. Mental health education is not only an educational activity, but also an educational idea and thought. It is even regarded as an important symbol of modern schools. To this end, we must establish this new concept and new idea, and strive to implement it in the whole school education practice.
Secondly, we should recognize the hierarchical nature of the goal of mental health education.
Mental health education has not only medium and micro goals, but also macro goals at social level. Therefore, when carrying out mental health education, we must recognize the hierarchy of its goals and attach great importance to the macro goals and values at the social level.
Second, the implementation of mental health education
Many scholars have put forward their own views on this issue. Generally speaking, mental health education should be carried out in many ways and through many channels. But how is it carried out in the practice of mental health education and what are the problems?
normalization
Although scholars have discussed the importance of mental health education in theory and asked how to carry out mental health education, not all educators actually think so. Some of them think that mental health education is only a form of implementing quality education, and model schools and key schools cannot shirk it. Therefore, they just regard mental health education as a decoration, do not carry out activities at all, or only deal with it several times during education inspection, which is completely a form without any substantive content, let alone any implementation method.
(2) simplification
At present, everyone has realized that the implementation of mental health education should be multi-level, but in actual education, mental health education is not like this, so it seems simple and inflexible. First of all, some practical educators think that mental health education is nothing more than holding several lectures on mental health education and several psychological counseling activities, just as quality education was once mistaken for multi-activities. So as to simplify mental health education in concept and naturally in practice. Secondly, mental health education has not completely penetrated into the teaching of various subjects. At present, this single way is mainly manifested in holding lectures on mental health education, because this way is simple and easy. The teacher only needs to talk as usual in class, and nothing else is needed. Another common way is to carry out psychological counseling activities. They think that this kind of activity only needs one person to sit in the counseling room and chat with the students, and it is also easy to operate. Finally, the simplification of mental health education is also manifested in the fact that mental health education is only carried out through schools without the participation of society and families.
Regarding the countermeasures, the author believes that:
First, we should comprehensively use various channels and approaches.
There are many ways and channels to implement mental health education in schools. Among them, all-round infiltration, offering courses, conducting psychological consultation and counseling, and establishing family, social and school education networks are the most basic ways. At the same time, we must give full play to the comprehensive functions of these approaches and enhance the joint efforts of mental health education.
Second, actively explore and be brave in implementation.
All primary and secondary schools should treat specific problems according to local conditions, give full play to their own characteristics and advantages, actively explore and choose the main channels that are most suitable for their own situation and reflect their own characteristics, boldly practice and constantly sum up and improve.
Thirdly, the teaching staff of mental health education.
Doing a good job in the construction of teachers and improving teachers' mental health level are important conditions to ensure the normal and smooth development of mental health education. It can be said that an adequate and qualified team of mental health education teachers is the key to carry out extensive and in-depth mental health education. At present, the problems in this area are mainly manifested in the following two aspects:
(A) the number is not enough
Because mental health education is a new type of educational activity, and many normal colleges and universities have not set up corresponding majors to train specialized teachers, the number of specialized teachers is far from enough when primary and secondary schools first started. At present, teachers engaged in mental health education are generally transferred from other posts or other personnel, such as school doctors, class cadres, class teachers, biology teachers and so on. American consulting psychologists believe that 1 is the most suitable for 250 ~ 400 students. At present, it is rare for a school to have 1 professional mental health education teachers in China.
(B) the quality is not high
According to the survey of mental health education teachers at present, most of the teachers engaged in mental health education are half-way monks, some are part-time class cadres, some are transferred from class teachers, and some don't understand psychological knowledge at all. In addition, some psychology teachers graduated from non-normal psychology. Although they are rich in psychological knowledge, they lack theoretical knowledge and applied skills, and lack the ability to communicate with students, so they are not qualified for mental health education. The countermeasures are as follows:
First, we should cultivate professional teams.
It is the most fundamental way to set up mental health education majors in relevant departments of normal universities and train professional mental health education teachers. This can not only solve the problem of the number of mental health education teachers, but also solve their quality problems.
Second, we should strengthen teacher training.
Setting up mental health education specialty in normal universities can only be a long-term plan, but it can't meet the urgent needs of current mental health education practice. Therefore, strengthening the training of in-service teachers has become a top priority. Specific training should be divided into three levels: first, cultivate a group of key teachers and play an exemplary role; Second, class teachers generally take turns to train, so as to enhance their mental health awareness and improve their education level; The third is to give lectures on mental health knowledge to all faculty members. The key to training is to change educational concept, standardize educational behavior and master the basic methods of mental health education.
Fourthly, the scientific evaluation of mental health education.
At present, mental health education has been vigorously carried out, but the evaluation problem has not been well solved. Although many schools have carried out mental health education, they have not established a scientific evaluation system or even an evaluation. The problems in this respect are as follows:
(a) No assessment or "blank" assessment
This problem is common in the current practice of mental health education. Although education theorists and even the whole society are calling for quality education, in practice, exam-oriented education is still everywhere. Because exam-oriented education emphasizes the enrollment rate unilaterally, school leaders only pay attention to the enrollment rate. As for mental health education, it is only a means to assist in further studies. Therefore, there is no evaluation of mental health education, and the evaluation is still the enrollment rate.
(B) dislocation assessment
In practice, although mental health education in most schools has not been evaluated, a few schools have been evaluated. But what is the purpose of evaluation? Many school leaders and the relevant person in charge of the education administration department are still not very clear. Some school leaders believe that the evaluation of mental health education is a comparison. If mental health education is done well, it can improve the visibility of the school and attract students and parents as a feature. In this way, the number of students in the school can continue and the school can survive.
(C) the specific operations in the assessment
How to evaluate it is also a problem. Some educational administrative departments treat the differences of economic, cultural and social environment, students' development level and mental health education hardware facilities "fairly" and have the same requirements. There is also what aspects should be evaluated, that is, what are the main indicators of evaluation. At present, some assessments are basically too simplistic, focusing only on the construction of teachers and the effect of mental health education, which is not comprehensive. The strategy to solve the above problems is:
First of all, we should realize the importance of mental health education evaluation.
As an important part of educational operation mechanism, educational evaluation plays a very important role. Nowadays, educational theorists have listed it as the three main fields of contemporary educational research together with basic education theory and educational development, which shows the importance of educational evaluation. Mental health education is no exception. Without evaluation, the effect of mental health education will be unknown, the development direction of mental health education will be uncertain, and the three-level goal of mental health education will be difficult to achieve. Only by establishing a scientific evaluation system can mental health education develop healthily and achieve its goals.
Secondly, we should recognize the purpose of mental health education evaluation.
The purpose of mental health education evaluation should be to guide the scientific and effective development of mental health education, so as to improve the level of mental health education in schools, rather than emphasizing the evaluation between schools, that is, focusing on guidance and neglecting evaluation.
Third, we should establish scientific evaluation indicators.
In the evaluation, it should be carried out according to specific operational indicators, and the scientific evaluation system should include the construction of mental health education institutions and teams; Carry out mental health education activities; Infiltration with various subject courses; The basic construction of psychological counseling room or counseling room; Carry out psychological counseling and counseling activities; Scientific research on mental health education; The actual effect of mental health education, etc. In the evaluation, we should pay special attention to all teachers' consciousness and actions of paying attention to each student's mental health, popularize mental health knowledge among all teachers, and improve teachers' attitude and actions of promoting students' mental health development in daily education and teaching.