First, the goal of psychological education activity class
The activity course of psychological education (or psychological quality training course) is a special course aimed at cultivating students' psychological quality. Its overall goal is to help students establish rational values and good self-concept, improve their interpersonal skills and emotional adjustment ability, and improve their will quality.
1. Help students establish rational values
(1) Let students know people's basic psychological needs and expectations.
(2) Enhance students' sense of value: let students know how value affects people's choices and behaviors.
(3) Help students learn to look at their study and life from various angles: learn correct attribution; Conduct positive thinking training.
2. Help students build a good self-concept.
(1) Enhance self-observation: self-observation knows what psychological needs and feelings he has; Learn to describe your feelings; Understand the relationship between thoughts, feelings and reactions.
(2) Learn self-acceptance: be proud of yourself; Know your own strengths and weaknesses.
(3) Establish a positive self-concept: develop self-confidence and self-ability and become an independent person who trusts himself; Improve self-confidence in interacting with people around you; Insist on self-efforts and experience the joy of success.
(4) Strengthen self-monitoring: dare to affirm yourself and be good at self-motivation; Moderately respond to others' attitudes towards themselves; Be able to reflect on your own shortcomings and respond with a positive attitude.
3. Help students to establish and develop good interpersonal relationships.
(1) Understand people's psychological needs for communication.
(2) Familiar with communication skills: learn to use compassion; Learn nonverbal communication skills: eye contact, expression, posture, tone, gesture. Learn language communication skills: understand the importance of openness and mutual trust in communication; Choose the right time to talk about emotional problems; Know how to listen and ask questions when talking about emotional problems; Dare to express, clearly express their feelings and positions, neither humble nor supercilious; Don't blame others easily; Respond to criticism appropriately to avoid negative effects; You can tell whether a person's true words and deeds are the same as yours, whether it is his reaction to his words and deeds or his judgment.
(3) learn to deal with interpersonal conflicts: learn how to argue without losing reason; Learn mutually beneficial negotiation skills. (4) Learn to cooperate with others: understand the importance of cooperation; Know when to take the lead and when to follow others; Learn to correctly analyze and treat your emotional changes.
4. Help students improve their ability to control their emotions.
Understand and observe the diversity of emotions. Emotional awareness: understand and identify your emotions and listen to your inner self-dialogue.
(2) Learn to analyze the causes and effects of different emotional states. Emotional monitoring: pay attention to whether there is negative information of self-degradation, and understand the real reasons of emotions.
(3) Learning the control and guidance methods in the emotional state. Emotional management: delaying gratification; Measure the intensity of emotions, restrain impulses and reduce stress.
(4) Learn to analyze the gap between emotion and behavior. Emotional decision-making: understanding other people's views; Understand what behavior is acceptable and express emotions appropriately; Have a positive attitude towards life.
5. Enhance frustration tolerance
Enhance frustration. Realize that it is normal to encounter setbacks. Learn how to resist setbacks. Learn to accept and adapt to opposition and failure; Learn to give and accept useful criticism; Learn to respond to instructions and accept various restrictions in social life.
B, the content of psychological education activity class
We concretize the goal of psychological education activity class, that is, take specific psychological or behavioral characteristics as the specific goal of psychological education course, that is, the content of psychological education activity class. The arrangement of content should follow the physical and mental characteristics of primary school students;
Most primary school students are between 6 and 7 years old, 1 1 to 12 years old. Compared with the rapid changes in infancy and adolescence, at this time, children's physiological development appears to be slow and steady, their height and weight increase steadily, various tissues and organs mature further, especially the weight of the brain gradually approaches that of adults, and their excitement and inhibition functions are further enhanced.
With the maturity of physiology, under the influence of social life and school education, many major changes have taken place in the psychology of primary school students: the intentionality of attention has been further enhanced, and the quality of attention has been significantly improved; Sensory perception has been continuously improved in all aspects, and the observation level has been continuously improved; The intentionality, significance and memory strategy of memory have developed obviously; Thinking has gradually changed from concrete thinking to abstract thinking, but the consciousness, independence and flexibility of thinking are not high enough.
At this time, children's emotions are richer, with certain profundity and stability; A system of needs, interests, aspirations and values has taken shape; Self-awareness is further complicated and deepened, and all components have developed obviously; Moral cognition, moral behavior and will quality have also been further developed.
The general characteristic of pupils' psychological development is the general level that most students can reach under normal educational conditions. Whether each student can reach this universal level is restricted by many internal and external factors. One of the main goals of developing psychological education is to help students correctly understand and properly handle various contradictions and problems in development and promote the best psychological development of each student.
The common contradictions in the psychological development of primary school students mainly include the following:
(1) The contradiction between the unbalanced speed of physical development and psychological development. For example, some students' height and nervous system development have reached the normal level of the same age, but their intelligence is in a normal state.
(2) The contradiction of uncoordinated development of psychological process. Either the development of cognitive process can't keep up, which leads to blind action and deviation of emotional development direction; Either the emotional development can't keep up, which makes the development of knowing and doing lose its vitality and vitality; Either the process of will can't keep up, which leads to emotional fragility and disjointed words and deeds.
(3) The contradiction of incomplete development of individual psychological structure. For example, learning needs and interests have been cultivated, but the correct motivation and good ambition have not been formed.
(4) Self-development is inconsistent with external requirements. Under the influence of good family education, some children's intelligence level and some special abilities will be significantly higher than ordinary students, and they will feel uncomfortable and dissatisfied with the conventional teaching conditions and educational development requirements. On the contrary, others feel that the external requirements are too high because of their low self-development and self-requirements. In view of the above-mentioned characteristics of primary school students' psychological development and the contradictions encountered in the process of psychological development, the following specific psychological or behavioral characteristics are selected as the content of psychological education activity courses:
1. intelligence and creativity: (1) observation. (2) memory. (3) thinking ability. (4) attention. (5) imagination. (6) creativity.
2. Independent and strong will quality
(1) Know yourself, accept yourself and believe in yourself.
(2) goal selectivity-being able to choose your own goals and choose an effective way to achieve them according to your own goals.
(3) Independence solves its own problems by itself and does not easily accept the help and domination of others.
(4) Brave, dare to challenge, not timid, not afraid of hardship, not afraid of fatigue.
(5) Strong achievement motivation-dare to take responsibility and be responsible for yourself and what you do.
(6) Persistence: thorough and patient.
3. Love character and social adaptability
(1) Love-sympathy, care and help others.
(2) Love the environment-love environmental sanitation, love nature and have environmental awareness.
(3) Love the collective and society-class, school, hometown and motherland.
(4) Social skills-listening, politeness, etc.
4. Optimistic and cheerful emotional characteristics
(l) An optimistic attitude towards life always sees the bright side of life and is full of hope and confidence in the future.
(2) sense of humor.
(3) Aesthetic feeling: I am willing and good at appreciating natural beauty and artistic beauty.
C. Methods and implementation of psychological education activity classes in primary schools
(A) the way of psychological education activities
There are three basic activities in the psychological activity class:
1. Cognitive type
What kind of behavior and emotional experience a person has depends on his cognitive response to emotions. If the cognitive response is positive and correct, then his emotional experience is positive and his corresponding behavior is positive; On the contrary, the situation is just the opposite. Cognitive style is to guide students to learn the correct cognitive style, and to achieve the goal through students' cognitive activities such as perception, imagination and thinking.
(1) story association
Introducing stories: At the beginning of activities or activities, teachers make use of students' psychological and psychological education activities to provide students with stories to read or listen to.
Lenovo activities. Train students' imagination and creativity and express their inner feelings and experiences through conceptual association activities.
(2) Discuss a clarification formula.
Thematic discussion: discuss sensitive issues, hot issues and confused issues that students are concerned about at present.
Debate: hold a group debate on controversial issues and put forward different opinions from both sides.
Pair discussion: two people discuss a topic first, put forward an opinion, and then negotiate with the opinions discussed by the other two people to form the opinions of four people. Then coordinate with the other four people and draw the conclusion of eight people. This kind of discussion must be thoughtful, with a higher sense of participation and better discussion effect.
Discussion: Divide into groups with 4 people in each group. Each group will speak for one minute, and give individuals time to think before speaking.
2. Situational style
Guide students to experience and feel by providing and creating some specific situations. Situations can be divided into two types: atmosphere situations and plot situations.
(1) environment style
Use video, audio and movie multimedia to truly reproduce some life scenes, or feel beautiful, or feel the ups and downs of the characters' mentality. Use music rendering and passionate language description to create a vivid atmosphere to set off the theme.
Interpersonal atmosphere is a relationship of mutual care, mutual respect and equality, which guides teachers and students to enhance mutual communication and emotional exchange through activities. Let students feel the teacher's sincere expectations and help students build up their self-confidence. In the activity, teachers can actually experience students' emotions, which leads to emotional buzz, and teachers and students can experience the fun and benefits of the activity together.
(2) Role experience type
According to the needs of the activity, let students play a role in the activity, think, act and experience the thoughts and psychology of the role according to the needs of the role, learn to imitate the good side or more clearly understand its inappropriate way of thinking and behavior, and then enhance self-awareness, alleviate or eliminate psychological problems and develop good psychological quality.
Pantomime performance: the tutor puts forward a theme or a scene and asks the students to perform with expressions and actions, not words. For example, let students act out the scene of meeting new students; Show scenes of praising others, liking others or hating others, so as to reveal inner activities and promote the development of students' nonverbal communication ability.
Empty chair performance. Performing alone. Put the two chairs opposite each other. Students sit in one chair first, and the other chair is empty, but suppose a person (or a classmate of the opposite sex, or another classmate, or a teacher, or a parent) is sitting. Let the students act out the conversation that happened between them or his ideas first, and then sit opposite, play the role of the other party and speak from the other party's position. Repeat this many times to enhance students' understanding of each other and improve their relationship.
Role exchange: similar to the former, but with more than two participants. For example, a tutor lets a student play the role of loser and a student play the role of helper. After talking for a while, two people exchange chairs or roles.
Double kill Two students, one is a student with problems and the other is an assistant actor. The assistant actor repeats what the problem students show, thus helping the problem students to know themselves clearly.
(3) Game style
Games are one of the most popular and favorite activities for students. It is interesting, independent, fictional, creative and social (contractual and interactive).
① The fun of the game
Let students relax in tension, calm down in anxiety, find opinions in the competition, fully relax themselves, express themselves and reveal their true feelings.
② the autonomy of the game
It is manifested in allowing "free choice" and "free participation and withdrawal", so that participants can realize their existence and do not have to act according to other people's likes and dislikes. When a participant reaches a high level in the game, he is selfless and his autonomy is the most incisive.
③ The virtuality of the game.
It can act in fictional situations. In this case, different from real life, participants give up their original life roles and play the roles in the game. No matter how good or bad they study in class, how humble they are, and how good or bad their morality is, they will be respected by their peers as long as they are good at making suggestions. Because it is fiction, people don't care too much about crying and cursing in the game. Participants can take off their masks and relax.
④ Creativity of the game
Piaget, the founder of cognitive school, believes that game is a form of thinking. In the game, participants' body and mind are in a relaxed state. Because of their independent participation, they are highly motivated and have the most active thinking. They can freely create the content, form and rules of the game, and explore and show themselves to the maximum extent. At the same time, due to the group nature of the game, the thinking collision between group members has aroused sparks and become another source of creation.
⑤ Sociality of the game
The composition of the game is a group form, so it also needs cooperation, cooperation and cooperation among members. During the game, members will form various rules and contracts recognized by everyone. Such unwritten rules and contracts restrict and standardize the activities of members. Members have the same goal, and the feelings generated by rules, contracts and interactions become the strength of the United group, and mutual trust and experience sharing can be realized in the group.
The general process of game coaching includes five stages: the stage of establishing partnership. Create an open and receptive atmosphere, learn to show yourself and listen to others. * * * The same commitment stage. Learn to discuss with partners, perform tasks and take responsibility. Mutual trust and assistance stage. Enhance self-awareness and establish a respectful attitude when helping others and accepting others' help. Communication, sharing and understanding stage. Communicate and understand the value of cooperation, share the successful experience and the true feelings of friendship and success generated in the game. Correct understanding of self-stage. Find the distance between the real me and my self-concept, sprout my desire to change myself and set new goals.
3. Behavior training style
Behaviorism's learning theory on behavior reinforcement holds that new good behaviors can be established or some bad behaviors can be eliminated through reinforcement means such as reward and punishment.
(1) demonstration
This is a way to learn or master new behaviors through simulation. Tutoring teachers themselves or choosing students with outstanding behavior in a certain aspect plays an exemplary role. The demonstration object has an authoritative image among students, and students imitate their good behavior to obtain good behavior. For example, with the method of "thinking aloud", let the students who play an exemplary role state their thinking process loudly and demonstrate to others the analysis and handling process of the problem. This method can be used to train attention and imagination and find solutions when learning to deal with contradictions and conflicts.
(2) Reward
Use candy, stationery, scores, medals and other objects or language to strengthen and affirm their behavior, and at the same time enhance their self-confidence and self-efficacy Among them, encouragement between teachers and classmates is particularly important, but students' "self-reward" can not be ignored. Equally important, when you do something well, clap, clap or give yourself a chance to relax and reward yourself with a candy or other items.
(3) Punishment
This is an activity that should be used with caution in the activity class of psychological education. But the clever use of punishment sometimes plays an unexpected role. For example, when a game is fouled, you can be fined a chance to participate in the game.
(4) Contract
During the activity, both teachers and students agreed to sign a clear, fair and credible contract. In the contract, it is clearly stipulated what kind of good behavior can get a few points; What kind of bad behavior, a few points at a time. How many points can be exchanged for what kind of reinforcement, or enjoy some kind of privilege. This contract makes teachers clearly know the key points of each stage of education and training, and makes students clearly know that training should achieve specific goals.
In the activity, the above activity modes are used alternately, from which more activity forms can be derived. No matter what kind of activity mode, it serves the theme organically and contributes to the realization of the activity goal.
(B) the implementation of psychological education activities
The implementation of psychological education activities should follow the following six principles:
1. Integrity principle
This is the basic requirement. The design and process of the activity should be geared to all students, and all students should be encouraged to participate, so as to avoid that only some active students play the leading role and ignore other students.
2. The principle of subjectivity
This is the premise. Students can participate in the establishment, design and implementation of activity objectives. Teachers put students in the main position of activities. When students' dominant position is reflected, students can take the initiative in the activities.
3. Activity principle
This is dominant. It is different from simple knowledge-based teaching, but embodies knowledge in activities, which is more suitable for students' characteristics and the realization of education and training contents and goals.
4. Emotional principle
This is the core. Avoid conceptualization, pay attention to the stimulation, ups and downs, changes and development of students' emotions, pay attention to students' emotional experience, and pay attention to the application of emotional * * * sound and * * * feeling technology.
5. Open principle
This is the direction. This is determined by the characteristics of students' psychological development. Students' psychological development is open, and teaching materials only play the role of an introduction or an example in activities. Let the students spread it from one place to another, and attach other goals under one main goal. Emphasize the enlightenment of cognition, the guidance of thinking method and the healthy orientation of emotion. The overall activity design does not stick to the line structure, but should reflect the characteristics of the color block structure and produce a mixed and dispersed aesthetic feeling. The answer to the activity question is not unique, but also the embodiment of the open principle.
6. Process principle
This is the center of gravity. The activity class of psychological education pays attention to the process and experience of students' activities. Grasping and optimizing the activity process is the key to the success of the activity class, and it is also the key to optimizing students' psychological quality.
D, teaching methods of primary school psychological education activity class
Make clear the goal of psychological education curriculum, and design the educational activity curriculum with the teaching activity method used in psychological education curriculum. The next question is how to organize the course well, so that it can achieve the expected effect and achieve the goals stipulated in the psychological education curriculum. The organization of the course includes two aspects: preparation before class and classroom organization.
(A) preparation before class
Before the course begins, it is necessary to make full preparations. The preparatory work includes not only the matters specified in the unit design, such as teaching AIDS and related materials needed in the classroom, but also the following aspects:
1. Master the relevant knowledge and skills of students' psychology and psychological education.
For example, if you are familiar with the psychological characteristics of children and adolescents and understand the basic principles and methods of psychological education, group dynamics and mental health, you will use some psychological counseling skills, such as coping with resistance, silence and emotional transfer.
2. Understand the background materials of the teaching object, that is, students.
Including students' names, ages, intellectual status, personality characteristics, family status, school performance, teacher comments, past records and so on. A full understanding of students' background is helpful to the design of teaching activities and the mastery of the activity process. This is what teachers often say before class, "preparing lessons should not only prepare textbooks, but also prepare students."
Contact first
Before the course begins, it is necessary to have individual face-to-face contact with students who take part in psychological education courses, and try to establish a preliminary good relationship in order to facilitate the development of course teaching activities.
Setup assistant
Set up teaching assistants or find teaching assistants among students to help preside over the active group atmosphere of teachers, assist in the development of activities and deal with certain conflicts.
Classroom organization
In order to have a good education class, teachers must adopt some teaching organization methods to deal with the teaching links such as the beginning, middle and end of a class.
1. Class begins.
At the beginning of a class, teachers should stimulate students' enthusiasm for participating in activities, clarify the purpose of teaching activities and enhance mutual understanding. Generally speaking, the following organizational methods can be adopted:
(1) preheating method
A class can start with singing, dancing and other game activities to arouse students' enthusiasm for participating in activities. In the arrangement of seats, we can consider a round way, so that each student can communicate face to face and on an equal footing, which is of great benefit to the development of the curriculum.
(2) Clarification method
The teacher made an opening speech with vivid, interesting, concise and powerful words, explaining the purpose of the course and the overall arrangement of teaching activities, relieving students' confusion and enhancing the consciousness and purpose of the activities.
(3) Introduction method
In order to make full use of the strength of groups and promote good interaction among students, it is necessary to use a variety of self-introduction methods, which is particularly important for students in different classes. The traditional way of self-introduction is rigid, which often makes students look unnatural and stiff. Therefore, the following introduction methods can be adopted:
First, in pairs, tell each other about yourself. First, tell me what you like best, what you are most proud of and what you hate most. Then, go back to the group and introduce the friends you just matched.
(2) Everyone asks and answers 10 times, and every time it is "Who am I?" "I am ...", tell the characteristics that others don't know. This method can cultivate students' self-understanding ability. (3) By asking a classmate a non-repetitive question in turn, the interviewee cannot refuse to answer. This method can test a person's frankness and train his wit.
2. Teaching process
In the course of the course, teachers can use the following methods to organize classroom teaching:
(1) boot method
In the teaching process, in order to enable students to better seek answers to questions, teachers give some enlightening words before and after students think, such as "Do you mean …" and "Do you think …". Guide students to think and fully express their thoughts and feelings, thus promoting open communication in the group. Guidance methods can be divided into indirect guidance and direct guidance.
(2) Feedback method
This method requires teachers to grasp the thoughts and feelings expressed by students and give them feedback, so that students can know that teachers understand him, and at the same time, students can better understand and sort out their thoughts and feelings. Feedback is like a mirror, which clearly and truly reflects students' thoughts and emotions. This "mirror" provides students with the opportunity to consciously and automatically modify themselves.
(3) clarity
In this way, teachers not only repeat what students say or express their feelings, but also add what they think students want to say but don't, that is, teachers tell students vague, implicit and unclear feelings. This method is helpful for further communication between teachers and students.
(4) Texture
Students sometimes evade their responsibilities or find some reasonable excuses for their misconduct. In this case, it is necessary for teachers to face students, urge them to think independently and face the reality bravely. We should not only affirm the advantages of students, but also clearly point out their shortcomings and existing problems.
3. End of the course
At the end of the course, teachers can adopt the following three methods:
(1) review
Teachers and students review what they have done, learned and said.
(2) Plan and prospect
Teachers and students * * * discuss what they should do in the future and what plans they have for their future study, life or work, so as to make clear the direction, goals and specific measures of their future efforts.
(3) Blessing and farewell
Teachers and students, classmates and classmates can bless and say goodbye to each other with small cards or gifts to maintain and develop their friendship.
4. Preventive measures
In the process of teaching activities of psychological education courses, tutors should not only have general classroom skills and attitudes, but also pay attention to maintaining good classroom discipline and organizing teaching work:
(1) Handle the incident objectively, and don't be partial to students or take an unfair attitude.
(2) Treat every student with a warm, respectful, sympathetic and accepting attitude, so that students can feel the warmth and safety of teachers and classes, understand them, be willing to open their hearts and express their inner words and feelings.
(3) Don't take an authoritative attitude to suppress students, but try to encourage students to fully express their opinions.
(4) In teaching activities, teachers should try their best to show humor, so that classroom activities can be carried out easily and lively, attracting more students to participate and invest.
(5) Have teaching wit and be able to handle emergencies at any time. For example, in class, some students are naughty, complaining, inattentive, clamoring to go to the toilet, leaving the classroom without authorization, etc. Teachers should be able to quickly understand the reasons and make appropriate responses immediately.
(6) In group activities, teachers' guidance should be appropriate. Because of the lack of teacher's guidance, students can't start; Too much guidance may cultivate students' dependence.
(B) individual psychological counseling for students
Individual psychological counseling is mainly aimed at students' learning problems, adaptation problems, personality growth and physical and mental development in the process of school education, and uses the knowledge and technology of psychology and related disciplines to carry out psychological counseling activities. The main goal of individual psychological counseling is prevention and correction.
The head teacher should learn the methods and operations of psychological counseling, and at the same time do a good job in psychological education activities, do a good job in psychological counseling for individual students in this class.
(3) Game tutoring
Game counseling is a main form of class psychological counseling, which is novel, vivid, participatory and operable. Our school should provide game guidance to students through the activities of the game center, promote the improvement of students' individual personality through game guidance, cultivate students' social skills and spirit of competition and cooperation, and let students know the rules and abide by them through games.
1, select a game. The game tutor must collect and accumulate all kinds of games suitable for the students of this grade, and then choose the appropriate games according to the specific conditions such as theme, object and venue.
2. Learn the rules. Before the competition, the teacher must explain the rules of the competition and the matters needing attention in the activities in detail. Students must learn the rules and master them until they obey them in the game.
3. Observe behavior. Students' behaviors and emotions in the game are relatively real, which also reflects their mental health. Teachers should closely observe students' behaviors in games.
4. Adjust your mood. Games are the "language" for children to express their feelings, describe their experiences and express their expectations. Teachers should know and understand their inner world. There is also a problem of proper goal and moderate response in emotional expression. Teachers should guide students to control their emotions in games and promote the healthy development of students' personality.