On how to infiltrate mental health education into Chinese teaching in primary schools

Primary school Chinese, as the most important basic subject, has the advantages of infiltrating mental health education because of its own characteristics. As a Chinese teacher, in the process of Chinese teaching, we should choose the right starting point and combination point, fully tap the positive factors of psychological education in textbooks, keenly grasp the opportunity of psychological education in the classroom, fully carry out colorful Chinese practice activities, naturally and organically integrate psychological health education into Chinese teaching, develop students' healthy personality, cultivate students' good will quality, improve students' mental health level and promote students' all-round, active and harmonious development.

Mental health education should run through school education and teaching activities. School education plays an extremely important role in maintaining students' mental health, and the teaching of various disciplines also undertakes this task. Among them, due to the particularity of Chinese subject, its instrumental, communicative and humanistic characteristics are closely linked with people's life experience, inner experience and individual emotion, which determines the artistic characteristics of Chinese teaching: randomness, diversity and richness. Chinese teaching is actually the mutual exchange of feelings between teachers and students, the collision of ideas, the mutual traction of interests and the mutual enlightenment of languages. It is a process for teachers and students to jointly develop and utilize Chinese resources, and it is the best "platform" for "infiltrating mental health education".

1 Excavate the positive factors in textbooks and infiltrate mental health education.

Chinese textbooks for primary and secondary schools cover a wide range of contents, including language training, ideological and moral education, as well as a variety of rich information on psychological factors. Teachers should make full use of psychological factors in textbooks, exert a subtle influence on students through various teaching methods, and let students experience and internalize their own qualities.

(1), direct dialogue with the text, infiltration of mental health education.

Some teaching materials have obvious psychological education factors, so students can have a dialogue with the text directly, thus integrating psychological health education into them and cultivating students' good psychological quality. For example, when teaching the text "Pony Crossing the River", I asked the students to read the text with questions first, "Why didn't the pony cross the river for the first time and the second time?" Role-play pony, old horse, old cow and little squirrel. By reading the conversations between pony and old cow, squirrel and mother repeatedly, the students realized the different mentality of pony when crossing the river twice, and also realized that they should think in the face of difficulties, be brave in practice and not rely on others. In this way, through students' self-perception, they will be prompted to consciously establish a sense of self-reliance, which will help them to eliminate the psychology of relying on parents, teachers and others in everything.

(2) Looking for a combination point and infiltrating mental health education.

The psychological education factors contained in some textbooks are not obvious and need to be expanded, trying to find out the combination of "this" and "that", such as the article "Peanut". In teaching, I use the form of AB drama of CCTV Life, and let students divide into peanut group and apple group according to their own wishes for discussion and debate: In today's society, would you rather be like an apple or a peanut? Students express their views in the debate. Through the debate, the students realized that people who like apples and people who like peanuts have their own advantages and disadvantages. Apple is beautiful and generous, but flashy, while peanuts are unpretentious and valuable in quality, but lack self-confidence and courage to show themselves. Finally, I pointed out that people like peanuts and apples are needed, depending on how you foster strengths and avoid weaknesses. Through the ingenious design and guidance of teachers, students learn to evaluate others objectively and comprehensively with teaching materials as the carrier, and realize that to be a child in the new century, we should not only be beautiful in appearance, but also beautiful in mind, dare to show ourselves and express ourselves appropriately.

2. Seize the opportunity of classroom education and infiltrate mental health education.

Classroom is the main position of Chinese teaching. In the bilateral activities between teachers and students, classroom teaching occupies the longest time. So how to make full use of this golden time and infiltrate mental health education? Generally speaking, when mental health permeates the teaching materials, it is naturally the best time, but sometimes it is impossible to separate the whole classroom teaching and turn the Chinese class into a health education class, which requires teachers to be good at capturing the appropriate teaching opportunity. Educational opportunities in the classroom often appear in four times: first, when interest is stimulated. With interest, thinking will be more active and the educational effect will be good. The second is when the mood is high. When the mood is full, passion, admiration and shock are all helpful for students to choose healthy and beneficial psychological qualities. The third is when the mind is sprouting. The fourth is when the initiative of learning comes into being. In a word, opportunities in teaching are sometimes accidental and random, which requires teachers to capture them attentively and infiltrate mental health education into Chinese classroom teaching.

3. Carry out colorful Chinese practice activities and infiltrate mental health education.

Chinese practice is an extension of Chinese classroom teaching with openness, pleasure, autonomy and initiative. In the colorful Chinese practice, there are also many opportunities for psychological education. Teachers should be good at grasping opportunities and infiltrating psychological education anytime and anywhere. This time-consuming and targeted educational infiltration often gets twice the result with half the effort.

There are many Chinese social practice activities and oral communication in primary school textbooks. Because students actually participate in practice, in production, design, organization, performance, debate and other activities, students devote themselves wholeheartedly and have rich experiences, or taste success, share joy, or experience setbacks and failures. The psychological state of students is in a state of development and change with the process of activities and participation. In teaching, I take "activities" as "teaching materials", keenly grasp the opportunity of mental health education, infect students with actions, influence and hint students, educate students on mental health, and let students feel and experience happiness in full activities. For example, I organized students to carry out a practical activity of "Let me shine", brought my own cookware to the technical classroom, and asked students to cooperate in groups, bring their own materials and have a cooking contest. Students' enthusiasm is very high. They both work together. Some cook noodles, some stir-fry, and some make jiaozi cook all kinds of dishes. In the process of activities, I guide students to experience the actual feelings: the joy of success in learning skills and the frustration of encountering setbacks. Such practical activities shorten the distance between students, promote the formation of good interpersonal relationships among students, and at the same time, not only help to improve each student's ability to deal with people, but more importantly, help students develop good cooperative psychological quality, so that they can establish the concept of collectivism from an early age.

In short, teaching is a very personalized and artistic process, and it is a brand-new subject to infiltrate mental health education into Chinese teaching in primary schools. Therefore, it is more necessary for us to explore, study and open up a world of mental health education, so that students can receive mental health education in the process of learning Chinese, just like the ancient poem said, "sneak into the night with the wind, moisten things silently", and moisten students' hearts like spring rain.