? "Such as activities. At the beginning of the activity, the teacher designed a little game of "printing fingerprints", in which students printed their fingerprints on paper and observed the difference of each person's fingerprints, so that students could initially realize that everyone in the world is different. The second step is to design an activity of "filling in personal files" so that children can speak their personal files out loud according to questions: "My name, my looks, my preferences, my strengths, my weaknesses, what I think teachers and classmates think of me, my wishes ..." Through this step-by-step activity, students can have a more comprehensive view of themselves from the aspects of looks, preferences, advantages and disadvantages, and other people's evaluations. The third step is to design a sketch "Small Zoology Skills", in which several students play the role of rabbits learning to fly and fish learning respectively.
Jump, birds run like horses,
Learn to swim, fish, etc. Let the students understand that everyone has their own characteristics and advantages. We should give full play to our own advantages, face up to our own shortcomings and work hard to overcome them, so as to have a comprehensive evaluation of ourselves. 2. Spiritual externalization creates a situation, and it is hoped that all students' hearts will be open to this situation. Next, we should guide all the students' hearts to get involved in the situation step by step. This kind of intervention can fully develop one's psychological world through personal participation in action and continuous action; You can also observe other people's behaviors and events, thus creating empathy. Through games, role performances, behavior drills, symbolic expressions and other forms, we externalize our inner changes and show them with observable and verifiable behaviors. Take the mental health education activity class "changeable emotions" as an example. The concept of "emotion" is very abstract and difficult to understand for the third grade students, so the teacher doesn't talk about what emotion is, but asks first: What emotional expressions do people have? The students responded enthusiastically: excited, happy, angry, relaxed, surprised, scared ... Then the teacher asked several students to improvise through the game, and other students guessed what emotions they were performing. The third step is to simulate several typical situations, such as when parents quarrel, the child is afraid; You looked depressed when you didn't do well in the exam. Let students know the negative influence of bad emotions on people's study and life. Finally, the teacher threw out a question: What should we do when we are in a bad mood? Guide the students to discuss and summarize several solutions based on the students' speeches.
Common methods, such as diverting attention and talking to friends. The whole class can't see the abstract emotion theory at all, but let the students really feel what emotion is. 3. Emotional Experience When students' emotions are fully involved, they can stimulate students' different emotional experiences through changes in the situation and release the emotions that students usually suppress in their hearts. This kind of emotion may be joy, cheer, kindness, gratitude, or sadness, remorse, distress and despair. The mental world of primary school students is hidden and complicated, and the activity class of mental health education is trying to discover this world and communicate with it. In the activities, we should actively create situations, so that students can experience and think deeply from the depths of their hearts and produce * * * sounds. For example, in the "Keep Good Mood" activity, ask the students, "What will your mood be if your good friend is in conflict with you?" "What would you think if you got good grades?" And other issues, so that students can feel their inner thinking and inner experience, feel and reflect their true mentality. Through students' inner experience, students can have an epiphany and adjust their mood. In the process of activities, students have different feelings, so we should pay attention to their inner experiences and feelings, try not to judge students' answers, and let students express their different ideas. 4. There are two purposes of communication and sharing: first, let students find that their feelings are not unique, and others have the same feelings, so as to resolve their concerns about problems and increase their sense of unity with the group; The second is to let students learn from each other and learn from the successful experience of others when facing the same problems. It is necessary to cultivate sincere expression and understanding of others' expressions into a kind of life ability, so that our students can learn to gain spiritual growth through mutual communication. The speaker should be true, natural, personalized and empathetic, and the listener should accept, understand and respond without criticism. Therefore, the process of communication and sharing is not only a unique emotional experience process, but also a process of cultivating and training life ability. 5. Re-adjustment Re-adjustment is to do something for yourself after deeply understanding your thoughts and feelings.
Positioning. Mental health education activities should ultimately enable students to correct their values.
, make good changes in mood and behavior. After sharing, students will evaluate each other's behaviors in the group, and will further re-evaluate and adjust the invalid schemes and establish new behavior patterns. For example, during the "preparation before class" training, a student found himself always dozing off in the first class in the afternoon and made a plan to adjust his living habits, but it didn't work for a week, which was very annoying. The team members expressed great concern about this, discussed with her and put forward ten suggestions for her. Finally, according to her physical condition, she designed a plan to drink a cup of strong tea after lunch, and the effect was very good. 6. Behavior practice in a mental health education activity is only for students to contact and understand. In order for them to turn their experiences and feelings into actions, they need to practice after class, and make feedback and adjustments in practice. Changing behavior habits must be implemented sustainably, effectively supported, self-feedback, and an extensive group supervision system. For example, students can draw up an action plan, write down what they want to do every day on the plan, classify it, and inform their families, teachers, classmates, etc. As a powerful supervisory force, it evaluates the effects of various activities and rewards and punishments its own implementation. Some students throw a coin into the pencil box to strengthen themselves when their behavior meets the predetermined requirements; Some students insisted on reaching the standard in one week and asked their parents to buy a model plane for themselves. 7. Generalization extends teachers to design activity classes according to students' characteristics and actual life, and guide students, which not only meets students' psychological requirements in activity classes. It should run through students from beginning to end, so that what students feel extends beyond the classroom and guides behavior. This behavior change is shown in the related thinking mode, behavior habit and performance field. For example, the methods learned from one person are applied to another, and the skills in the field of learning are applied to
Field. Primary school students have strong image memory ability and are interested in activities, which is reflected in their study life. After the "Don't procrastinate" activity, some students reported that "I can do things in time now, and I won't procrastinate any more". It can be seen that students can use their feelings and experiences to guide their behavior in the psychological activity class and achieve the purpose of psychological activity. (V) Evaluation of Activity Effect At the beginning of activity design, we should consider the possible educational effect. In the designer's mind, there should be a clear effect diagram about the result. Designers should also be good at sharing this picture with all the students who participate in the activities, so that it will become the will of everyone to work together. At the same time, the designer should prepare a set of evaluation methods to evaluate the effect of the activity, so as to make it operable. Activity effect evaluation can provide feedback for this activity after the activity, so as to accurately estimate the result of the activity and improve the future work. But the most important thing is that when the effect evaluation of an activity is fully considered as a part of the activity design, it becomes a part of the activity goal, which provides pressure for the collective and individual efforts and allows members to have more input in the activity. Of course, this kind of evaluation is not the evaluation of members' performance, but the evaluation of group harvest and activity effect itself. It is a formative evaluation, so it will not put pressure on individual students like traditional exams. (6) When designing the activity plan, the designer of reference materials should attach relevant reference materials, such as the selection and revision of teaching materials, the summary of related activities, the citation of other people's achievements, the explanation of theoretical problems, etc. This not only provides theoretical and practical support for the design of this activity, but also makes the foundation of the activity more solid; I also respect other people's intellectual property rights, and being clear about my own creativity is conducive to my own accumulation of information and to others' reference.