The main task of mental health education course is to help students solve various psychological problems encountered in their growth and cultivate good psychological quality. Therefore, it must take individual experience as the carrier, so that students can experience their feelings through their own experience, thus promoting psychological reflection and construction. Only with the help of students' own experience, feelings and sentiments, and paying attention to the influence of students' internal psychological process, can students internalize the external psychological knowledge they have learned into their own good psychological quality. Only with the help of experience can we encourage students to explore actively, feel and think constantly, and give full play to their initiative and creativity. Experience and activity are inseparable, because the process of experience is actually the process of practice. Therefore, the experience of implementing teaching means in the process of mental health education actually mainly refers to the experience in activities. Only with the help of activities can students have a profound emotional and emotional experience in the collision of emotional communication and thinking, and can students be prompted to experience and think deeply from the depths of their hearts, thus promoting the formation of students' good psychological quality. In the concrete implementation of mental health education courses, teachers should be good at creating activity situations and take experiential learning as the teaching mode, so as to urge teachers and students to have a profound emotional experience or awaken students' inner experience in the activities of mutual influence and exchange, stimulate students' strong thirst for knowledge and positive learning enthusiasm, and urge students to achieve the purpose of mental health development and improve their psychological quality through profound feelings.
Relatively speaking, activities are the main form of mental health education courses, and various activities are generally carried out in groups in teaching, mainly including games, scenario creation, role-playing and discussion. The activities in the course of mental health education are designed according to the age and psychological characteristics of students, including the theme, form and method of the activities and the design scheme, which can control the process of the activities and evaluate the results of the activities.
As a course formally included in the school teaching plan, mental health education should not only be implemented in classroom teaching time, but also extend the time and space of its activities to extracurricular and extracurricular activities. The activities of mental health education curriculum not only refer to classroom teaching activities, but also include extracurricular activities and off-campus social practice activities, which are the combination of on-campus and off-campus courses.
Comprehensive courses. To some extent, the teaching method of mental health education is different from the external form of other courses confined to the classroom, which breaks through the limitation of time and space, organically combines school education, family education and social education, and forms a complete mental health education network. Therefore, in the specific implementation of mental health education courses, we should try to combine various forms inside and outside the school to further stimulate students' enthusiasm and initiative.
Teachers' quality has an important influence on students' psychological development. This is because teachers are not only the initiators, organizers and evaluators of students' learning activities, but also the shapers of students' souls, and more importantly, the psychological health care doctors of students. The mental health level of students is directly influenced by teachers themselves, which is long-term and multifaceted.
The influence of teachers on students' mental health discussed in this paper mainly includes teachers' personality, talents, expectations and teacher-student communication.
The Influence of Teachers' Personality on Students' Psychology
Teachers' personality factors have an important influence on students' psychological development. Russian educator ushinski said: "In education, everything should be based on the teacher's personality. Because only from the living source of teachers' personality can we produce the power of education, and without the direct influence of teachers on students' personality, there can be no real personality in-depth education. Only personality can affect the development and formation of personality. "Some people have done experiments on the influence of teachers' personality on students' personality. The specific process of the experiment is: teachers of three personality types each take a group of students. After a long time, it is found that there are obvious differences in the personality of the three groups of students who are basically the same before the experiment. The first group, the teacher's character is kind and democratic. Under his influence, the students in this group have a relatively stable personality, a friendly attitude towards people and a positive attitude towards learning. In the second group, the teacher's personality is strict and autocratic. Under his influence, the students are nervous and indifferent and often act aggressive. The third group is indifferent and laissez-faire teachers. The actions of this group of students are also careless, laissez-faire in words and deeds, and indifferent in interpersonal relationships. The above experiments show that teachers with good personality can bring out students with good personality, while teachers with bad personality may bring out students with bad personality. Baldwin of the United States also studied the relationship between 73 teachers and 100 students, and finally came to the conclusion that teachers with unstable emotions tend to disturb students' emotions, while teachers with stable emotions also tend to stabilize students' emotions.
The quality of teachers has such an important influence on the growth of students. This requires teachers to strengthen the adjustment of their psychological state and the promotion of their personality while tutoring students, and to shape students' healthy hearts with beautiful hearts. Specifically, we should do the following.
1. Teachers should know what is beneficial to teaching in their own personality and restrain what is not beneficial to teaching.
Teachers' good personality generally includes enthusiasm, cheerfulness, patience, calmness, gentleness, generosity and kindness. Teachers with these characteristics can get along well with students, blend in and care about their subtle changes and small progress. Teachers can communicate their inner joys and sorrows, joys and sorrows, affirmation and doubt, relief and anger with students, and have an emotional buzz with them. No matter what happens to students, teachers can be calm, unhurried and do well with great patience. And can win the trust of students, so that teachers and students live in harmony, unity and friendship.
Teachers' bad personality is characterized by depression, isolation, rudeness, indifference, moodiness and unsociable communication. Teachers with this personality are indifferent to people and things, which not only cuts off the emotional connection between teachers, but also cuts off the emotional communication between teachers and students, which is a great trauma to students' hearts. A teacher with a bad temper is easily excited, and may be furious and nervous for a little thing, which will cause great anxiety to students and, over time, diseases of the nervous system. In a word, teachers' bad personality has a great influence on students. Therefore, in teaching, we must always reflect on ourselves and make self-psychological adjustment, so as to restrain the psychological influence of these bad factors on students.
2. The influence of teachers' professional ethics on students' psychology.
Teachers' professional ethics are mainly manifested in their love for education, their love for students and their harmonious relationship with colleagues. This level of professional ethics directly affects the development of students. Teachers' professional ethics can be contained by a word "love". Teachers' love for students can make students feel warm and caring, communicate teachers' and students' thoughts, inspire advanced students and let backward students see hope. If teachers are indifferent to students, students will be keenly aware that this will create an emotional gap between educators and educatees. But teacher love is not unprincipled accommodation and eccentricity, but strict requirements on the basis of love. Love is deep and teaching is strict. Students understand this truth and like kind and strict teachers.
So on what basis should teacher love be produced? First of all, you should have the enterprising spirit of education, understand students and have compassion. The survey results of junior high school students by Shanghai Academy of Social Sciences Youth Research Institute, Japan Youth Research Institute and University of Chicago show that the favorite teachers of middle school students in the three countries are teachers who understand students' feelings, treat others fairly, are humorous and kind, and can communicate students' thoughts and feelings. And those teachers who don't understand students, only talk about knowledge in class, lack emotional communication, often take exams, have heavy homework, even pull a long face on students, have a rude attitude, look down on students, have no sympathy, come to class, leave after class, and often procrastinate are the teachers that students hate most.
Secondly, enthusiastic educational activities, high level and flexible methods are also a condition of love. The survey found that teachers with flexible teaching methods, enthusiasm, sympathy and respect for students, gentle patience and strict requirements have the most prestige in front of students.
Third, it is related to teachers' ideology and morality. Only when the ideological and moral level is high, can students be well influenced, accepted easily and have love.
Second, the influence of teachers' ability on students' psychology.
With the development and progress of society, the media of knowledge has greatly increased, and students' knowledge has gone far beyond the scope of school teaching. If teachers do not have solid and generous basic knowledge and professional knowledge, extensive cultural and scientific literacy, and various hobbies and talents, it is impossible to really do a good job in teaching. At the same time, it can't satisfy students' thirst for knowledge. A qualified teacher should have the following knowledge structure:
1, extensive general cultural literacy.
Middle school teachers should have a broad understanding of all the subjects learned by middle school students, and it is best to have their own amateur specialties to reach the level of organizing extracurricular activities in some way.
2. Understand educational science.
Teachers should master the basic knowledge of psychology, pedagogy and subject teaching method and apply it in combination with the reality of middle school students.
3. Proficient in the knowledge of the subjects taught
Teachers should master the basic and professional knowledge of their major, and on this basis, master the teaching materials of the subjects they teach and grasp their structure. It is necessary to understand the development of this major and lay a solid foundation for the flexible use of this professional knowledge.
Thirdly, the influence of teachers' expectations on students' psychology.
Teacher's expectation is an attitude of teachers towards students. This attitude greatly promotes students' personality formation and knowledge mastery.
"Teacher expectation effect" tells us that if teachers like some students and have high expectations for them, after a period of time, students will feel the care, love and encouragement of teachers, treat teachers, study and their own behaviors with a positive attitude, actively overcome their own shortcomings, and become more self-respecting, confident, self-loving and self-reliant in the process of life and study, thus inducing positive passion. These students are often as enthusiastic as teachers expect. On the contrary, if teachers hate students, have low expectations of students, or are often indifferent and discriminate against students, after a period of time, students will feel the teacher's partiality from their words, manners and expressions, treat teachers with a negative attitude, refuse teachers' demands or ignore them, and their academic performance and behavior will deteriorate day by day in self-abandonment. This is one of the reasons why good students are getting better and better and poor students are getting worse.
Some teachers often divide students into several grades in their work, such as "promising", "average" and "hopeless". This division makes teachers' emotional input inconsistent, only for good students and for poor students. Such a division based on academic performance ignores students' non-intellectual factors such as morality, interest, emotion, will and personality, which will inevitably affect the implementation of the policy of all-round development education, the healthy development of students, and make some students lose confidence and self-esteem, resulting in irreparable consequences.
The above facts show that emotional attitude is a huge educational force, and teachers should be responsible for all students, care about each student, place reasonable expectations on each student and give fair and sufficient encouragement.
Fourthly, the influence of teacher-student communication on students' psychology.
In school, the relationship between teachers and students is at the core and plays a leading role. Because the formal and informal communication between teachers and students is directly related to the effect of education and teaching, the realization of school training objectives, and the psychological health and all-round development of students. Establish a good relationship between teachers and students, the specific approach is:
1. Teachers should establish a correct concept of education and a good relationship between teachers and students in order to promote the healthy growth of all students.
Education is an activity to cultivate people. Training people should not be limited to the training of a few top students, but should be based on all students, especially students with poor academic performance and students with behavioral problems, especially paying more attention and consideration. Teachers should have more contact and communication with them. Only in this way can we enhance the self-esteem and self-motivation of poor students, eliminate the barriers and conflicts between poor students and teachers, and promote the change of their ideology and behavior. On the contrary, the attitude of exclusion and alienation will inevitably make poor students feel more inferior and depressed, which is very unfavorable to their ideological transformation and behavior correction.
2. Only teachers with high moral character, profound knowledge and wide interests can establish a good teacher-student relationship with students.
In the interaction between teachers and students, teachers are in a dominant position. Compared with students, teachers are not only elders and mature people, but also leaders and educators. This special communicative position inevitably requires teachers to be in their own personality. Moral and other educational qualities should be attractive and influential to students, otherwise the significance of teacher-student communication will be lost. According to the existing research at home and abroad, in the eyes of students, teachers must be virtuous, knowledgeable, familiar with the laws and arts of education and teaching, respect and care for students, be selfless, impartial, dignified, have a wide range of interests, and be good at observing students' thoughts and feelings. Such a teacher is prestigious, attractive and influential in the eyes of students.
3. The verbal communication between teachers and students in class and the interaction after class can establish a good teacher-student relationship.
The information exchange and communication between teachers and students in the classroom is undoubtedly the main channel and content of communication between teachers and students. Only by correctly grasping the rules of communication between teachers and students in the classroom, trying to eliminate the obstacles of information transmission between teachers and students, and actively strengthening the intentions of both sides and the good atmosphere in the classroom can the quality of classroom teaching be effectively improved. However, it is not enough to have communication between teachers and students in the classroom. A large number of tasks in education and teaching need teachers and students to complete through extracurricular exchange activities. For example, to implement the principle of teaching students in accordance with their aptitude, so that students' personal specialties can be excavated and improved, it is very limited to rely solely on the communication between teachers and students in the classroom. If teachers give students more opportunities for teacher-student interaction after class, it will be of great benefit to the development of students' specialties and will naturally promote students' mental health. It can be seen that the communication between teachers and students in the classroom and the communication between teachers and students in the classroom, like the pros and cons of a coin, cannot be separated or mutually exclusive at will.
In a word, teachers' quality has an important influence on students' psychological development, so when cultivating the next generation with physical and mental health, we should first optimize our own quality. Therefore, strengthening teachers' own quality is the key to cultivate students' good personality, promote their sound development and cultivate their excellent psychological quality.