How to Infiltrate Middle School Mental Health Education Cases in Physics Teaching

Organic Infiltration of Physics Teaching and Mental Health Education in Junior Middle School

With the continuous advancement and deepening of the new curriculum reform, mental health education has attracted more and more attention from all sides. Classroom teaching is the main place of school teaching, the main way to implement quality education, and shoulders the heavy responsibility of infiltrating mental health education into students. Mental health education is the foundation of intellectual education. The organic integration of physics classroom teaching and mental health education can not only promote students' lively and active learning and development, but also broaden the practical field of mental health education, provide a broader reform space for physics education, truly embody the "people-oriented" educational concept and effectively ensure the teaching quality.

Keywords: physics teaching, psychological education

Mental health education is the foundation of quality education, and whether or not to maintain and improve students' mental health has become the key to the success of education today. Implementing mental health education is not only the embodiment of the essence of education, but also the inevitable trend of educational development. Mental health education for students can not only rely on setting up health courses, but should fully penetrate into the education and teaching of various disciplines. The new curriculum reform has strengthened the training objectives of students' emotions, attitudes and values. This requires us to consciously and consciously use psychological theory and technology in the usual classroom teaching, actively stimulate students' interest in learning, help students improve their health awareness and psychological quality, solve their psychological problems immediately, optimize their learning state, and urge them to actively participate in learning. Physics is a natural science. It has rich knowledge of physics history and interesting physics experiments, which can cultivate students' temperament and cultivate their perseverance and spirit of hard struggle. Infiltrating mental health education in physics classroom teaching is more conducive to the formation of students' healthy psychology.

First,? Educating students' mental health with the history of physics.

Man's exploration of nature and science has gone through hardships. The history of physics embodies the process of human exploration and gradual understanding of the physical world. In the process of physics classroom teaching, telling some physicists' short stories in combination with teaching materials to understand the scientific thoughts, qualities and spirits that physicists have in exploring the physical world will not only help students to form scientific feelings, attitudes and values, but more importantly, let students know what a truly noble pursuit is and what kind of attitude you should have by introducing the touching stories of these scientists, their great contributions to mankind and the impact of each major discovery on the historical process of mankind. The generous treatment given by Americans failed to shake Qian Xuesen's determination to return to China to serve the motherland; The blazing fire did not destroy Bruno's maintenance and defense of truth; In Thunderstorm, Franklin took his son and risked his life to successfully invite the Heaven Temple to the mortal world. When almost all the assistants lost their morale, Edison relied on his perseverance to eliminate the mental pressure from all sides. After numerous experiments, he finally brought light to mankind. Faraday finally discovered the law of electromagnetic induction after 1 1 years of hard exploration ... These predecessors not only brought civilization and progress to mankind, but also became valuable spiritual wealth of mankind with their indomitable, humble and rigorous personality charm and foresight. All these stories deeply shocked the students, and all these stories revealed an immortal truth-only by continuous efforts can we achieve final success. Therefore, "perpetual motion machine" is destined to be a myth and our beautiful imagination. No matter when science develops, this machine that can constantly create new energy sources without consuming other energy sources will never be born. Isn't that what our study is like? People who want to succeed all day and are unwilling to work hard can't make a difference. There is no "pie" in the sky, and people who fantasize about getting something for nothing can always return empty-handed. As the saying goes, "sunshine always comes after the storm". How can you see the rainbow without experiencing the storm? The wealth of knowledge depends on continuous accumulation, and there is no "perpetual motion machine" in study and life. Only by studying hard and making unremitting efforts can we move towards a successful future.

Second,? Infiltrate mental health education through physical experiments

Physics is a natural science based on experiments, and there are small experiments and activities in almost every chapter and section of physics textbooks. Using experiments to study physical problems can not only enhance students' ability of observation, analysis and induction, but also effectively reduce the difficulty of problems and help students understand specious physical concepts and laws. More importantly, the experimental operation gives full play to students' main role in learning, and various experimental phenomena fully stimulate students' interest in learning. Interest is the best teacher, which can encourage students to actively participate in learning. Such initiative is easy to cultivate students' good learning psychology, which is an important prerequisite for students to acquire knowledge and form their abilities.

The new curriculum standard emphasizes the cultivation of students' innovative consciousness. American psychologist Maslow said, "Creativity is an ability that everyone can develop. It is an old concept to limit creativity to the productive creation of a few scientists, writers and artists ... Creativity is everyone's natural potential as a human being, which is closely related to the development of mental health. Under the condition of mental health development, everyone can show creativity. " Junior high school students are exposed to physics for the first time. They don't know what physics is and what physics studies. How to successfully lead students to physics, explore physics, make students like physics, and finally serve mankind with physical knowledge is very important. The first lesson of the eighth grade physics textbook, Wonderful Physical Phenomena, arranged some interesting physics experiments to arouse students' curiosity. Experiments such as "Swallow the Eggs in the Bottle", "Ping-Pong that can't be blown off" and "Boiling water in a paper pot" are prepared before class, which can stimulate students' curiosity. After I demonstrated all the experiments, all the students' eyes were full of doubts and surprises, and very few students even couldn't bear to be full of doubts, so they immediately raised their hands and asked me to explain the experimental phenomenon. I took the opportunity to persuade: "Physics is everywhere in life. The premise of learning physics well is that you should first learn to observe and ask questions. In the history of physics development, there are many examples of great discoveries made by careful observation and thinking: Galileo discovered the law of simple pendulum vibration by observing and studying the swing of chandeliers, and Oster discovered the magnetic effect of current by careful observation ... Students should learn to be a' willing heart' in life. "

In the experiment of "Guess who put out the long candle and the short candle first", I specially prepared two glass covers with very different volumes. When the students saw the opposite result, the expressions on their faces were all surprised and inexplicable. I take this opportunity to warn: "Science should not be vague at all, and any scientific conclusion is soaked with the sweat of predecessors without exception." Students should not jump to conclusions whether evaluating a person or a thing. They should learn to analyze problems from different angles and put themselves in their own shoes instead of being extreme and stubborn. "In fact, almost all the experiments in junior high school physics textbooks are permeated with humanistic feelings, which requires us teachers to be' people with will', seize every opportunity, immediately educate students on ideological and moral character, help them establish a correct outlook on life and world outlook, cultivate their sound personality, and urge them to become outstanding talents to adapt to the development of the new century.

3. Infiltrate mental health education with physical concepts

Junior high school students' self-awareness, self-evaluation and self-control ability are gradually maturing, but due to the influence of objective environment (such as the upcoming senior high school entrance examination, parents' high expectations, etc.). ), they will have a lot of psychological pressure, too much psychological pressure will lead to their bad psychological state. At this time, they need a clear head and a relaxed attitude. So when I explained "stress", I said to my classmates, "When two objects are in contact with each other and deform, there will be pressure between them. In the same way, long-term psychological stress will also deform people's psychology. Students should learn to self-regulate, self-release, and turn psychological pressure into learning motivation, so that you can maintain a sound psychology and achieve better results. " When explaining "pressure", I said to my classmates, "It is not that the greater the pressure, the greater the effect. The same pressure acts on' point' and' surface', and the effect is very different. The same is true of students' study. Some of our students usually study hard, but their grades have been unsatisfactory. This is because your' strength' is not used in' points'. Students must immediately adjust their learning methods according to the situation and constantly improve and summarize them in order to achieve more satisfactory results. "When learning mechanical motion, I remind students:" The same object will have different motion states when choosing different parameters. Why not learn? "? We should not give up on ourselves because of temporary backwardness, nor should we be complacent because of temporary achievements. Pride and complacency can only make people retrogress, and hard work can make people progress. I hope all students can keep a good attitude, find a suitable reference, and encourage themselves at all times. I can do it! "

4. Infiltrate mental health education when setting teaching objectives.

"Being able to make an accurate estimate of one's own ability" and "being realistic about one's life goals" are two standards of modern mental health. Setting different learning goals for students at different levels in the teaching process is more conducive to the formation of students' healthy psychology. Each student's learning foundation and learning ability are different. Only by acknowledging the differences, studying the differences and determining the teaching objectives at different levels can the top students be better and the poor students make progress. In the teaching process, it is very important to cultivate students' self-motivation, self-confidence and unwilling to lag behind. The fundamental task of education lies in educating people. A student who always fails can easily have fear of difficulties and negative emotions in his study, which are obstacles on his way to study. It is impossible for a student who is immersed in inferiority all day to make an accurate and objective evaluation of himself. He will become more and more suspicious of his learning ability and less and less confident. At this time, if the teacher can't help him immediately and let him get deeper and deeper, the final result can only be that the students completely lose interest in learning.

As the saying goes, "the length of ten fingers", every student has his "flash" place. As a teacher, we can't just take students' academic performance as the only measure. For those students who have great learning difficulties and unsatisfactory grades, we should pay attention to tapping their strengths from other aspects. Among my former students, many of them have poor grades, but they are very serious in class, do their homework neatly, care about collective honor, and especially care about their classmates in daily life. In order to help these students overcome their bad psychological state, I usually give them encouragement and praise instead of criticism and scolding. In order to improve their self-confidence, I often deliberately choose the simplest topic for them to perform on the blackboard and praise them immediately after they get the correct results. Chat with them after class, patiently help them analyze problems, revise their learning methods, adjust their psychology, and don't forget to encourage them even if they make the smallest progress.

As the saying goes, "No pains, no gains", under the guidance of fully implementing the concept of quality education, my personal teaching practice proves that setting different levels of teaching objectives is more conducive to improving students' interest in learning as a whole, giving full play to the intelligence of gifted students, effectively weakening the inferiority complex of poor students, and steadily improving students' academic performance and ability.

abstract

There are more than the above ways to infiltrate mental health education in physics teaching. Teachers apply the concept of mental health education to classroom teaching, which is not only conducive to stimulating the vitality and vitality of classroom teaching, but also conducive to improving the quality and efficiency of classroom teaching, laying a green channel for the healthy growth of students, thus comprehensively improving students' comprehensive quality and promoting the synchronous development of students' cognition, emotion and will.