Lecture notes on mental health education 1 First talk about teaching materials.
The content of this lesson is selected from Lesson 18, Book 1 of Mental Health in Senior One. This textbook is compiled by Hunan Academy of Educational Sciences. Learning this lesson well can not only improve students' cognitive and thinking level, but also make students realize the causes of emotions and how to adjust them correctly, so as to devote themselves to learning life in a better emotional state, give full play to the active role of good emotions in learning, tap non-intellectual factors in learning and form a good learning mentality.
Second, talk about learning.
Present situation of students: With the continuous progress of science, the continuous development of culture and the constant change of society, contemporary middle school students can adapt to modern social life quickly, but their psychology is not mature enough, and their emotional characteristics are impulsive, unstable and extreme. I don't know much about my bad emotions, and I'm not good at adjusting them. Moreover, senior one students are at an important juncture in their lives, with a strong sense of independence, but their self-control ability and psychological adjustment ability are still relatively weak, and they are in an incomplete mature stage of development, resulting in an imbalance between their inner needs and their will control ability, which leads them to be impulsive and extreme when dealing with many problems in their study and life, and it is difficult to adjust their emotions well.
Third, talk about the teaching content.
The theme of this lesson is "How to adjust one's emotions reasonably", which is a lesson in the textbook "Recently More Annoyed". Its main purpose is to help students understand all kinds of emotions and their effects on people, so that students can learn to adjust their emotions on the basis of understanding their own emotional characteristics, and express their emotions and emotions appropriately in reasonable ways and methods, thus improving their physical and mental health.
Fourth, talk about teaching objectives.
According to the teaching content of this lesson, I mainly divided into three goals:
1, cognitive goal: let students know the performance of emotions and the influence of emotions on people's physical and mental health, and clarify the reasons for emotions.
2. Attitude and emotional goals: pay attention to the adjustment of emotions and cultivate good emotions.
3. Ability and problem-solving goal: To be able to perceive and analyze one's own emotions, understand the influence of emotions on oneself, and apply effective methods to control emotions and adjust oneself.
Fifth, get to the point.
Key point: Understand the importance of regulating emotions reasonably.
Sixth, talk about difficulties.
Difficulties: According to your own emotional experience, analyze the causes of emotions and seek ways to control and adjust emotions.
Seven. Analysis of Teaching Methods and Learning Methods
In this class, I mainly use teaching method, discussion method and role-playing method for teaching.
The teaching process of this course is mainly to stimulate students' interest in what they have learned and emphasize the interaction between teachers and students. The basic content of this course design is to use students' psychological characteristics to stimulate students' interest in learning, arouse their enthusiasm and let them experience a sense of accomplishment more. Teachers guide in time, students actively participate and explore, find solutions to problems, master what they have learned and apply it, so that they can learn to solve practical problems in their study and life.
Eight, teaching process design
In order to achieve the teaching objectives of cognition, attitude and emotion, ability and problem solving mentioned above, I designed a specific teaching process:
1. This lesson is divided into six parts, namely:
(1) story introduction;
(2) Emotional stories;
(3) pictures of emotions;
(4) Emotional hypothesis;
(5) roll up your sleeves;
(vi) Teacher summary
2. Story introduction: The teacher mainly introduces an emotional story about Lincoln and his army secretary Stanton into the study of this lesson, and asks questions to arouse students' thinking, stimulate students' thinking and prepare for the later activities.
3. Process:
(1) Emotional stories. In order to be close to students' psychology and enliven the classroom atmosphere, teachers tell stories to guide students and explain to them that bad emotions such as anger, sadness and pain are not good for people's physical and mental health, while good emotions such as happiness, joy, satisfaction and calmness are good for people's physical and mental health. At the same time, combine two stories to tell students that any emotional expression should be enough, otherwise it will be extreme, joyful and extremely sad.
(2) Pictures of emotions. It is divided into two small links: first, teachers show pictures of various emotions and guide students to identify different expressions of various emotions. Through the picture display, different emotions and expressions correspond one by one, and students can experience the external representation of various emotions. The second is to list the emotions such as joy, anger, fear, sadness and fear, and let the students express the adjectives of these emotions in daily life in words. The purpose of doing this is to let students experience all kinds of emotions in daily life, sort them out and classify them reasonably in class, and at the same time improve their ability to express correctly. In this process, students are required to tick off their emotional experience in the last week or half a month and underline the words that are most suitable for their emotional experience. If there are words not listed above, students can add them themselves.
(3) the hypothesis of emotion. Through the above classification, the teacher puts forward the following ten situations while the iron is hot, asking students to say what emotions they will have and the reasons for them. For example, if someone breaks your stationery, what mood will you have? Have you ever had such an experience? How was it handled at that time? If a similar situation occurs again, how should we adjust when this emotion arises? Wait a minute. Teachers combine students' answers to guide students to analyze;
(1) Analyze why you are angry;
(2) analyzing the consequences of anger;
(3) How to make yourself not too excited;
(4) How to control and adjust the angered emotions.
The main purpose of this link is to help students find out how to solve problems and adjust their emotions reasonably in the face of these bad emotions after understanding the various classifications of emotions through the above three activities.
(4) roll up your sleeves. Provide students with some self-regulation methods of bad emotions.
1, January adjustment method. Use an old story as the background. Let the students play the characters in the story, and use the "January adjustment method" to solve the contradictions between the characters and the inner conflicts and pains. Tell the students that if they are angry, they can also adjust through this easy-month method.
2. vent. There are three types:
① When emotions such as pain, sadness and sadness arise, we can vent and release the accumulated pain in our hearts by crying to achieve psychological balance;
(2) When negative emotions such as depression, anger and confusion appear, they can be adjusted by venting through music or writing;
(3) If you are wronged or bullied, you can vent it with some foreign things, such as boxing and sandbags.
3. Adjustment methods such as self-suggestion, will control, rational adjustment, activity transfer, attention transfer, communication adjustment and emotional sublimation can also be adopted.
This teaching link induces and inspires students to take correct adjustment methods in time when bad emotions appear, so that students can effectively resolve bad emotions, make their spiritual dam indestructible, make the spiritual bank constantly inject excitement, joy and pleasure, and make the water of mood clear and blue forever.
(5) Teacher's summary.
This link is divided into two parts, homework and teacher summary:
1, combined with teaching objectives, key and difficult points, assign homework:
Think about whether there are other ways to adjust your emotions well.
(2) what is the relationship between emotions and people, and what is the impact on people?
(3) How to control to get a good mood?
2. The teacher's concluding remarks:
Emotion is the regulator of people's psychological energy, which can mobilize people's behavior and determine the direction of people's behavior, and has inestimable attraction to people. We should make full use of the correct role of positive emotions. Let us all be masters of our emotions, let our emotions always have a comfortable and warm environment, and let our inner world show more clear skies.
Lecture notes on mental health education 2 I. Purpose of activities
Deepen students' understanding of mental health knowledge, solve some psychological problems in study and life, help students establish a healthy psychological consciousness, learn to adjust their psychological state, and cultivate a healthy and sound personality.
Second, the theme of the event:
Pay attention to mental health and build a demonstration campus
Third, the activity object:
school
Fourth, the activity time:
Xx，xx，XX，XX
Verb (short for verb) activity:
(1) Launching Ceremony of Mental Health Month
Activity time: 20xx.5.3 afternoon activity time
Activity object: psychological Committee members and monitor of senior one and senior two.
Activity form: hold a mobilization meeting-announce the launch of mental health month and the specific arrangements for related series of activities.
(b) Mental Health Handwritten Newspaper Competition
Grade: Senior 2.
Time: May 3rd-May 20th.
Requirements: around the theme of high school students' study and life, choose relevant psychological knowledge and cases, and the content is positive and healthy. Among them, the layout of handwritten newspaper is reasonable; The amount of text information accounts for more than 75% of the whole page; Don't digress when drawing tabloids and essays.
Each class shall submit 2 works for review before May 16.
May1July-May 20: Selection of Excellent Psychological Manuscript.
From May 23rd to May 30th, an exhibition of excellent psychological manuscripts was held.
(3) Psychodrama Competition
In order to further strengthen mental health education in our school, make more students learn and understand psychological adjustment methods, master mental health knowledge, experience and think through interactive situations, improve students' mental health quality and ability to solve practical problems in life, form correct mental health concepts, and show students' youthful demeanor. Specially held "I come to show the youth stage" students' campus psychological drama performance competition.
1, Introduction to Campus Psychodrama
Campus psychological drama is to make students familiar with and even experience their psychological conflicts, troubles and puzzles in life, study and communication through heartfelt words, dialogues and scene performances, so as to experience subtle psychological changes, arouse students' self-help and mutual help, further stimulate students' experience of life around them and pay attention to their own mental health, thus achieving the purpose of catharsis.
2. Theme of the event
According to the requirements of the theme scope of I Show You the Stage of Youth, scientifically determine the problems to be solved in psychological drama. We should choose typical psychological problems that are deep and easy to show on the stage, and at the same time make the theme clear.
3. Design the contest script
Every class should fully mobilize the enthusiasm and initiative of students to write and direct themselves. The plot design should be close to students' life, authentic and representative; Finally, we should guide students to consciously resist and overcome bad psychological behavior and guide students to imitate a correct behavior.
4. Scoring criteria
4. The plot of1is tortuous and dramatic. (25 points)
(1) can accurately interpret the characters' psychology and properly use psychological terms.
(2) The characterization is distinct and full of personality.
(3) The language is concise, beautiful, infectious and inspiring.
(4) Some campus psychological problems can be predicted and reasonable solutions can be given.
(5) Have one or more psychodrama skills, such as monologue, role exchange, mirror image, empty chair, etc.
4.2 The performance is smooth and natural, with attention to details. (25 points)
The performance is infectious, the emotional expression is accurate, the audience's emotions can be aroused, the image is vivid, the cooperation is tacit, the response is flexible, and the words and deeds can well express psychological activities.
4.3 The script is complete and the plot revolves around the theme; (10)
4.4 Excellent props, good service for the plot and proper use (20 points)
(1) The use of props can accurately represent the plot scene, and the switching of props is fast and quiet.
(2) Clothing should be able to accurately express the identity of the characters.
4.5 overall impression.
Including mental outlook, serious attitude, neat clothes and generous behavior. (20 points)
5. Specific requirements
5. 1 There is a psychodrama in each class, lasting 5-8 minutes.
5.2 All scripts are required to be printed into electronic documents.
6. Time schedule
From May 3rd to May 6th, each class prepares and submits electronic scripts.
May 9-May 10 The Ministry of Education reviewed the script.
May10 —— May 20th, rehearsals for each class.
A psychodrama performance contest will be held on May 23rd.
At the end of May, excellent psychodrama was recommended to participate in the closing ceremony of the Campus Culture and Art Festival.
7. Award setting
Two excellent screenplay awards; Two performance awards; Two outstanding organization awards
(D) Psychological decompression group counseling
1, activity background and significance:
As the college entrance examination approaches, the study and life of senior three students become tense. In order to scientifically adjust their psychology, improve their learning efficiency and finally win the college entrance examination, we will carry out psychological decompression group counseling activities to let them relax and vent their anxiety and irritability.
2. Activity theme: release pressure and sprint calmly-group counseling for psychological decompression in senior three.
3. Purpose of the activity: Through short-term balloon game activities, the purpose of relaxing mood, reducing stress, helping exams, rallying will and adjusting mentality can be achieved.
4. Activity time: May 9-May 13 in the afternoon.
5. Venue: Psychological Group Consultation Room, 5th floor, Tongxin Building
6. Activity mode: Students voluntarily register.