Teaching summary of mental health course 1
(A) a correct understanding of the task of mental health education, and guide the healthy growth of students.
The goal of mental health education is to improve students' psychological quality and promote the healthy development of students' personality. The realization of this goal is inseparable from teachers. Teachers' understanding of mental health education directly affects the effectiveness of education and teaching and the development of students' psychological quality. Therefore, as the leader of students' minds, mental health teachers should interpret the nature, tasks and teaching objectives of mental health courses and seriously grasp the guiding ideology of this course. It is our duty to focus on students' life practice, improve their psychological quality, help them correctly understand and deal with psychological problems encountered in their growth, study and life, and promote their all-round and harmonious development of body and mind.
Therefore, it should be the mission of mental health education teachers to discuss the specific operation methods of mental health education with * * *. It is possible to give full play to the practical role of mental health classes and really guide students to grow up healthily.
(2) Teaching should reflect humanistic care, thus edifying people's minds.
Students' healthy body and mind is the guarantee of their healthy growth. In teaching, we should respect students' personality and establish a harmonious, equal, democratic and respectful relationship between teachers and students. Therefore, the teaching requirements and evaluation methods of mental health courses should be different from other courses.
First of all, in the process of classroom teaching, we should design more discussion questions among students and reduce the time on the platform. Psychologists believe that the spatial distance is directly proportional to the psychological distance, so the closer a teacher is to the students, the closer his psychological distance will be, which requires the teacher to walk among the students and talk with them to shorten the distance between teachers and students psychologically. The education of "be close to your teacher and trust your methods" is meaningful.
Secondly, smile more and appreciate more. Many students lack self-confidence and dare not speak in class. Therefore, imparting knowledge is not an end in fact. The real purpose of mental health class is to cultivate students' happy, healthy and positive attitude towards life. If you keep a straight face, it's equivalent to "talking like a bull." If you are kind, tolerant and considerate, you may not see the effect in a short time, but over time, students will change. But it is worth noting that our appreciation should be measured. Appreciate students' appreciation, understand students as a whole, and use appreciation in a targeted way to stimulate students' bright spots.
Third, we should publicize students' personalities. In teaching, we should cultivate students' critical and creative thinking, so that students can be skeptical, divergent, innovative and even absurd.
You can do anything, so you must create a relaxed classroom teaching space for students and let them have the confidence to think. As a teacher, we should not only have teaching consciousness, but also have curriculum consciousness, what to teach and how to teach. To mold a student's personality, we should cultivate his specialty in any aspect, give them psychological support and help children realize that everyone can become a talent as long as they work hard and have perseverance.
In short, the goal of mental health course is not to impart psychological knowledge, but to solve the contradictions and conflicts in students' psychological development through a series of mental health education activities, so that students can learn to know and develop themselves in their daily life and growth, learn to learn to learn and get along with others, and improve their psychological quality. Compared with traditional subjects, it is quite different in the design of educational content, teaching activities, teaching principles, teaching methods and learning methods, and pays more attention to students' experience and practice than what they have learned.
Summary of the second classroom teaching of mental health
As a young teacher, I have been exploring, summarizing, thinking and adjusting in my own teaching process. For this semester's teaching work, my thoughts and practices are:
L, grasp the students' psychology, and promote learning with interest.
From a psychological point of view, students will be more willing to accept the same content in a way that students are interested in. In the face of students who have never really come into contact with psychological knowledge, I have created a lot of room for students to play. Before each mental health class, I will arrange for a student to complete a three-minute speech. The content of the speech is rich and colorful, which can lead the students to play a relaxed game, and can also tell you a story, a favorite movie, a favorite star, a star and so on.
In this activity, it can be said that my students and I are communicating with each other and making progress. I sublimated the content of the students' speech. The students let me know world celebrities and many sports stars. The joy of inviting me to play games still reminds me.
2, adhere to the core principles, scattered and gathered.
The focus of mental health education is the experience in activities, and activities should never be for the sake of activities. Activities should have a theme and a core. Mental health education should also adhere to a core, and around this core, focus on cultivating students' most basic psychological quality, so that they can learn and experience the core ideas that are valuable for their lifelong development.
For this ability, I have been trying to improve myself. Activities require a lot of teachers' ability and are not easily distracted. For example, in the communication class, in my activity design, students were required to carry a piece of paper on their backs and look for classmates to cooperate everywhere. Later, considering the poor ability of students to adjust their emotions, it is very easy to form confusion. So, I redesigned the game link, changed the classroom activities to pass paper to change seats, effectively avoided chaos, and thus achieved the purpose of being reasonable and active.
3, adhere to classroom discipline, manage this and that.
Mental health education class should create corresponding atmosphere according to needs, but it cannot be without principles and standards, and must be based on students' observing classroom discipline. As far as the students I teach are concerned, they are not self-disciplined, do not know how to respect others, and do not know how to actively abide by discipline and rules. The most common phenomenon in class is "ignoring listening": either speaking too casually, only talking loudly and not listening to other people's voices; Any seal
Shut up and laugh at the students who tell the truth. These bad two-way interactions make the classroom lack of warm atmosphere, which soon leads to chaos. In the end, students dare not reveal their true feelings, and the communication of true feelings cannot be formed in class. I also had to stop to maintain discipline, and my enthusiasm was also hit. Well-designed classrooms may be lacking. Therefore, it is very necessary to educate students to observe discipline, rules and respect others, which is the basic premise of creating a relaxed and happy atmosphere and also a kind of mental health education.
4. Listen to other people's stories and guide them according to the situation.
The success of mental health education course depends largely on students' psychological experience and perception. Students always care about others' performance on the same issue and like to listen to others' "stories".
(1) Spiritual sentiment: I will tell my classmates a "story" of my peers on every topic. Try to make students understand that others have these problems and it is normal for them to have them, and believe that these problems can be solved, so as to learn and master the methods. In fact, while listening, students are also examining themselves.
(2) Self-opening: If psychological teachers can conduct self-analysis and self-opening in good faith when appropriate and necessary, students will also reduce their self-defense psychology, truly express themselves and explore themselves safely. Sometimes students even take the initiative to ask, "What about you, teacher? What were you like before? Tell us about it! " However, as a psychological teacher, his most important role is always the organizer and guide of the class. Self-opening should have certain principles and limits, otherwise the role will be chaotic and the loss will outweigh the gain.
(3) Role-playing: The original intention of psychological drama creation is to let role-players experience situational conflicts, vent themselves in conflicts, discover themselves and change themselves. So sometimes I let students improvise without prior preparation. For example, when I talk about "regulating emotions", I give students a problem scene to face and solve with what they have learned today. It greatly improves students' subjective participation and gives them the opportunity to exert their creativity and imagination and solve problems in time by using what they have learned in class, so as to constantly adjust themselves and grow.
5. Expand and extend the classroom, "inside and outside"
In the eyes of students, the role of "psychological teacher" is strange and fresh. Students' understanding of this role will greatly affect the development of mental health education and directly affect the effect of mental health education. Therefore, psychological teachers' own mental health, personality charm and professionalism are very important.
At present, students' learning is mainly "imitation" and they need to learn from examples. If students are allowed to "reasonably adjust their emotions" and lose their temper easily, they will think, "What's the use of learning if teachers can't do it themselves?" Therefore, whether in or out of the classroom, I try to be cheerful and give students understanding and respect.
Teaching summary of the third lesson of mental health
Our students are in the period of physical and mental development, with unstable psychological quality and many emotional changes. The vast majority of primary school students come from one-child families. Usually, parents are busy at work, and children can only stay at home alone after school. In the face of the ubiquitous phenomenon of the only child being alone in today's society, it is very important to train primary school students how to be alone healthily.
In the section "When I am Lonely", the mental health counseling activity class creates a communication platform for students' lonely experiences, and strives to create a democratic, relaxed and harmonious classroom psychological atmosphere. Help students understand their ability to be alone. Encourage students to experience the true feelings of solitude diversity, guide students to master some solitude methods and skills suitable for them, cultivate students' initial solitude ability, and make students establish the consciousness of "self-care, self-reliance, self-discipline and self-improvement" through counseling activities.
At the beginning of the activity class, I started a soft warm-up, situational experience and rambling introduction by creating situations. Because I came here to borrow a class, I set up a psychological questionnaire survey of students' loneliness to expose the problems that need to be solved, which is the focus of this activity class. Students have a certain ability to be alone, but they need to be further improved. Therefore, through a video that touches students' reality deeply, we can discuss and communicate in the form of psychological transposition, develop students' wisdom and potential, help each other and share the essentials and methods of solitude. After focusing on the answer, it is the difficulty of this lesson. After a preliminary study of students' four essentials, I designed the application method of picture analysis. Make an internal summary through the students' own discussion and communication, and let the children know the importance of being alone. Our life is ever changing. Everyone will be lonely sometimes, and may encounter all kinds of difficulties, dangers and other urgent things. Through a video of Sichuan earthquake, we can improve it and let students know that loneliness requires not only courage but also our wisdom.
Of course, since this is my first attempt to teach this course, there are still many shortcomings in this course. Please give me your advice. Thank you!
Teaching summary of the fourth lesson of mental health
How to teach mental health education well, I have been groping, summarizing, thinking and adjusting in my own teaching process. For this semester's teaching work, my thoughts and practices are:
1, classroom lead-in is the most important.
From a psychological point of view, students will be more willing to accept the same content in a way that students are interested in. In the face of students who have never really come into contact with psychological knowledge, I have created a lot of room for students to play. Before each mental health class, I will arrange for a student to complete a self-introduction.
2. Adhere to the core principles and gather together.
The focus of mental health education is the experience in activities, and activities should never be for the sake of activities. Activities should have a theme and a core. Mental health education should also adhere to a core, and around this core, focus on cultivating students' most basic psychological quality, so that they can learn and experience the core ideas that are valuable for their lifelong development.
For this ability, I have been trying to improve myself. Activities require a lot of teachers' ability and are not easily distracted. For example, in the communication class, in my activity design, students were required to carry a piece of paper on their backs and look for classmates to cooperate everywhere. Later, considering the poor ability of students to adjust their emotions, it is very easy to form confusion. So, I redesigned the game link, changed the classroom activities to pass paper to change seats, effectively avoided chaos, and thus achieved the purpose of being reasonable and active.
3, adhere to classroom discipline, manage this and that.
Mental health education class should create corresponding atmosphere according to needs, but it cannot be without principles and standards, and must be based on students' observing classroom discipline. As far as the senior one students I teach are concerned, they are not self-disciplined, do not know how to respect others, and do not know how to actively abide by discipline and rules. The most common phenomenon in class is "ignoring listening": either speaking too casually, only talking loudly and not listening to other people's voices; Either lock yourself up and laugh at students who tell the truth. These bad two-way interactions make the classroom lack of warm atmosphere, which soon leads to chaos. In the end, students dare not reveal their true feelings, and the communication of true feelings cannot be formed in class. I also had to stop to maintain discipline, and my enthusiasm was also hit. Well-designed classrooms may be lacking. Therefore, it is very necessary to educate students to observe discipline, rules and respect others, which is the basic premise of creating a relaxed and happy atmosphere and also a kind of mental health education.
4. Appropriate self-opening.
If psychological teachers can sincerely analyze and open themselves when appropriate and necessary, students will also reduce their self-defense psychology, truly express themselves and explore themselves safely. Sometimes students even take the initiative to ask, "What about you, teacher? What were you like before? Tell us about it! " However, as a psychological teacher, his most important role is always the organizer and guide of the class. Self-opening should have certain principles and limits, otherwise the role will be chaotic and the loss will outweigh the gain.
5. Expand and extend the classroom, "inside and outside"
(1) tree image. In the eyes of students, the role of "psychological teacher" is strange and fresh. Students' understanding of this role will greatly affect the development of mental health education and directly affect the effect of mental health education. Therefore, psychological teachers' own mental health, personality charm and professionalism are very important.
At present, students' learning is mainly "imitation" and they need to learn from examples. If students are allowed to "reasonably adjust their emotions" and lose their temper easily, they will think, "What's the use of learning if teachers can't do it themselves?" Therefore, whether in or out of the classroom, I try to be cheerful and give students understanding and respect.
(2) quotations from the heart. I asked each student to prepare a "heart-to-heart" to record their own mental journey and also serve as a platform for emotional communication between teachers and students. I ask all students to hand in their books, but they can write nothing or scribble, which effectively protects the students who hand in their homework. In "Heart Quotations", they told me unpleasant experiences in study, life and communication between teachers and students. I would reply in time and write encouraging words, which narrowed the distance between me and my students. Sometimes they will hand in their collected famous sayings and exquisite articles, so that I can study and grow with them. More importantly, students can communicate their inner thoughts with me at any time and vent their depression. A student told me his extraordinary growth experience in more than 2000 words. In the communication back and forth, he constantly adjusts himself and grows. I am also constantly examining myself and growing up. "Heart Quotations" is an extension of mental health education class, which provides a new channel for communication between teachers and students and psychological consultation.
These are my efforts and feelings in the teaching of mental health education. Of course, my mental health class is still immature, and there are still many problems. There are still many problems to be found and solved in order to really do a good job in mental health education and give full play to its role. I will continue to work hard! I also hope that teachers and seniors will give me more help.
Teaching summary of the fifth lesson of mental health
I have been teaching mental health education at school since this semester.
Psychological education is different from ordinary cultural classes, and its teaching methods have certain particularity, and its teaching content, mode and language are also very different from ordinary cultural classes.
And the knowledge involved is very extensive. In the teaching process, it needs to be integrated and applied flexibly, so that the mental health education curriculum can reflect its scientificity.
"Activity" and "experience" are the two core elements of psychological activity class.
The primary purpose of mental health education is not to solve the problem of knowing and not knowing, but to create a certain psychological situation and carry out inspiring activities, thus causing cognitive conflicts within individuals, awakening students' subconscious psychological experience, and achieving the purpose of actually affecting mental health and improving psychological quality.
For individual psychology, no matter how wonderful and vivid the lecture is, it can't replace personal feelings and direct experience. Even a little inspiration can leave a deep memory.
Therefore, in this sense, psychological education is an education based on experiential learning.
How to teach mental health education well and improve students' knowledge, feelings and intentions through classroom teaching activities is an important research topic.
Originated from practice, used in practice, through continuous exploration, summary and thinking in the teaching process.
1. Grasp students' psychology and entertain and educate.
From a psychological point of view, students will be more willing to accept the same content in a way that students are interested in.
In the face of students who have never really come into contact with psychological knowledge, I took the common psychological phenomena in my life as the content in the first class.
From dreaming of constellations, from "body language" to "conformity", students are curious about the psychological world, and then elaborate the benefits of improving psychological quality: improving learning efficiency; Regulate emotions reasonably; Form a good character; Learn to communicate with others, etc. And explain that these are also the contents to be involved in future mental health education.
To a great extent, this course has achieved the teaching goal of "arousing students' interest and attention to mental health, clarifying the significance and purpose of mental health education, and making students correctly understand mental health education", and also laid a good foundation for the development of teaching activities in the future.
2. Adhere to the core principles and gather together.
The focus of mental health education is the experience in activities, and activities should never be for the sake of activities. Activities should have a theme and a core.
Mental health education should also adhere to a core, and around this core, focus on cultivating students' most basic psychological quality, so that they can learn and experience the core ideas that are valuable for their lifelong development.
3. Listen to other people's stories and make the best use of them.
Whether the mental health education course is successful or not depends largely on the degree of students' psychological experience and perception.
Students always care about others' performance on the same issue and like to listen to others' "stories".
(1) Spiritual perception: In class, I often tell my classmates "stories" of my peers.
Try to make students understand that others have these problems and it is normal for them to have them, and believe that these problems can be solved, so as to learn and master the methods.
In fact, while listening, students are also examining themselves.
(2) Self-opening: If psychological teachers can conduct self-analysis and self-opening in good faith when appropriate and necessary, students will also reduce their self-defense psychology, truly express themselves and explore themselves safely.
But as a psychological teacher, his most important role is always the organizer and guide of the class, and self-opening should have certain principles and limits.
(3) Role-playing: The original intention of psychological drama creation is to let role-players experience situational conflicts, vent themselves in conflicts, discover themselves and change themselves.
This greatly improves students' subjective participation, gives them the opportunity to exert their creativity and imagination, and applies what they have learned in class to solve problems in time, so as to constantly adjust themselves and grow.
The above are my views and practices in mental health education and teaching, which have been precipitated through practice.
Of course, there are still many problems to be discovered and solved in order to really give a good mental health education class and play its greatest role. There is still a long way to go to really do a good job in mental health education for primary and secondary school students, and more efforts are needed.
There is still a long way to go in Xiu Yuan, and I will work hard for it.
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