Adolescence is the golden stage of individual maturity and the "storm" period of psychological development. Mental health education should be geared to all students, serve their mental health, and abandon the traditional narrow thinking of only thinking about students with mental illness. In fact, mental health education is not only needed by students with psychological barriers, but also by students with normal psychology. The mental health education proposed here is a basic education for all students to improve their mental health.
"Subject Infiltration" means that teachers, based on teaching materials and combined with subject characteristics, discover and apply the specific contents of psychological education in subject knowledge, and consciously apply psychological theories and techniques to help students improve their understanding, emotion and action skills in subject learning, so that students can cultivate good psychological quality and sound personality in a subtle way.
Second, a summary of the research status at home and abroad
The birthplace of mental health education is the United States. Since 1950s, developmental mental health education with the goal of "helping students achieve the best development and trying to eliminate obstacles to normal development" has become the mainstream. So far, schools in economically developed countries and regions in the world have established mental health service institutions, which have done a lot of effective work and research for schools to solve students' psychological problems and prevent psychological diseases.
Mental health education in China started late and developed rapidly. 1993, the Outline of Education and Development in China issued by the Central Committee and the State Council clearly stated that the psychological quality of students is one of the standards for the all-round development of educators. In the Outline of the Tenth Five-year Plan for National Economic and Social Development of People's Republic of China (PRC), which was adopted by the Fourth Session of the Ninth National People's Congress in March, 20001,mental health education for adolescents was included in the five-year plan for national economic and social development for the first time in China.
1993 It's only been 20 years, and mental health education in schools has developed rapidly. There are many related works and topics, but they basically stay in setting up psychological counseling institutions and offering mental health education activities, which is far from meeting the needs of middle school students in the great changes of body and mind.
Third, the significance and research value of the topic.
The research of this topic is aimed at three major problems among students in our school at present: 1 and values. Because most students are only children, children are spoiled too much, and often form self-centered values, which are manifested in selfishness, arrogance or inferiority. 2. Will. As a secondary school student, junior high school is basically poor. Students are generally confused about the future and have no goals for the future. Will, indecision, anticlimactic, poor self-control. If you encounter setbacks, you will be pessimistic and disappointed. If you retreat, you will collapse. 3, adolescent atresia. The external performance tends to be closed and blocked, and the increasingly rich and complex internal activities coexist in one.
Because learning is the leading activity of students, many psychological problems of students are produced in the process of learning, which should be properly solved in the teaching process. Therefore, grasping the key of subject teaching and implementing the infiltration of mental health education in time is equivalent to grasping the fundamental way and main position of implementing mental health education. This is much more effective, easier and more thorough than waiting for students to have serious mental illness, and it is more in line with the actual needs of middle school students' psychological development.
Four. Research objectives and contents
Based on subject teaching, this topic focuses on cultivating students' good psychological quality and promoting their strong psychological self-improvement ability, thus promoting their psychological health and harmonious development. The specific objectives are as follows:
1. By infiltrating psychological education experiments into subject teaching, this paper discusses the best way to carry out psychological health education extensively and deeply, effectively solves the problem of lack of psychological education professionals in schools, and provides basic work basis for carrying out psychological education activities in middle schools.
2. Through the subject research within the discipline, teachers are urged to study the theory of mental health education more seriously, further update the concept of education and teaching, and realize the optimization of education and teaching.
3. According to the different characteristics of each subject, explore a set of teaching mode suitable for infiltrating psychological education into the teaching of their respective subjects, and accumulate experience for school psychological education for reference.
4. Promote students' mental health development, strive to cultivate students' positive ideal pursuit, good social adaptation, efficient learning state, constructive interpersonal relationship and colorful spiritual life, and promote students to form qualified and sound personality.
Verb (abbreviation for verb) studies hypotheses and proposes innovations.
With the development of education reform and the deepening of quality education research, people have been discussing how to appropriately expand the connotation of mental health education, further enhance the status of mental health education in school education, and make subject teaching psychological and humanized, so as to realize the integration of mental health education and subject teaching. However, the research in this field is not deep enough. The main performance is: 1, which is mostly a summary of the experience of the infiltration of mental health education in a single discipline, and lacks the * * * same model research of the infiltration of mental health education in various disciplines. 2. Most of them are theoretical discussions, and there are few empirical studies. It is difficult to scientifically test the effectiveness of the subject infiltration method, and its guiding role in teaching practice is limited. We are exploring a set of effective methods to infiltrate mental health education in the teaching of various subjects.
Six, research ideas, research methods, technical routes and implementation steps.
Basic idea: Conduct a questionnaire survey on the current students, find out the existing problems, take corresponding countermeasures against the existing problems, explore, analyze and improve, and actively study, and invite teachers and leaders of related disciplines to give guidance and demonstration.
Research methods:
1, action research method. Members actively participate in the design of psychological education goals in combination with their own disciplines, and realize the organic integration of discipline education goals and mental health education goals. Infiltrate the content of mental health education in the classroom in a timely and appropriate manner.
2. Experience summary method. Teachers sum up their own experience in carrying out mental health education and teaching activities, get a regular understanding, and rise to a certain theoretical height after systematic sorting, analysis and summary.
3. Questionnaire survey. Through questionnaire survey, we can understand the students' actual ideological trends, test the experimental effect and adjust the progress in time.
4. Classroom observation. Through normal class, research class, demonstration class and other classroom forms, observe students' behavior and provide timely feedback information for research.
5. Case study method. Reflect on the classroom teaching links, sum up the successful experience or failure lessons, and form teaching cases.
Implementation steps:
(1) learning preparation stage (March-September, 20xx)
1. Organize to learn psychological education knowledge and master psychological education theory.
2. Study the teaching materials and sort out the psychological education resources contained in them.
3. Organize the teachers of the whole research group to understand the psychological status of today's students, so that teachers can establish a developmental teaching goal view.
(2) Implementation stage (September 20xx-September 20xx)
1. Design and implement various teaching activities.
2. Create colorful teaching situations and cultivate students' good psychological quality.
3. Conduct questionnaires on students' mental health on a regular basis to analyze students' mental health.
4. Organize normal classes, research classes and demonstration classes in the group, and exchange and summarize.
5. Write the post-teaching diary and teaching experience in time, put forward improvement plans, communicate regularly and compare vertically and horizontally on a regular basis.
(III) Research summary stage (September 20xx)
Organize data and write a conclusion report.