(A) situational experience method
Pupils are young and the evaluation of right and wrong is unstable. Teachers can create situations and guide students to feel and experience in specific situations and actions.
(2) Game method
Love to play is a child's nature, and games are always the theme of children's play. By designing the games that students like to guide students to experience, this form is lively, students participate actively and easy to achieve results. Especially suitable for students in the lower grades of primary schools.
(3) the role-playing method
Primary school students' concrete thinking ability is stronger than abstract thinking ability. Students personally play roles, introduce empathy into the classroom, arouse students' enthusiasm, and also touch their emotions and have a deeper understanding. [2]
(D) Group discussion method
Group discussion is the basic mode of mental health class. Through group discussion, everyone participates, achieving the purpose of mutual acceptance, mutual tolerance, emotional interaction and self-help.
Fourth, the teaching process of mental health classes
(A) create a situation, import the story
Interest is the best teacher. Pupils' interest in learning often stays in fast-paced music and colorful animations. Therefore, creating vivid pictures, lovely stories and cheerful music for children can attract children closely, stimulate their desire for learning and arouse their enthusiasm for participation. [3]
(B) to stimulate participation, emotional import
Students can gain emotional experience by participating in video animation, games, performances and other forms.
(3) Group discussion, sharing and communication
In view of the emotional experience gained by students in the activities, teachers guide students to ask questions, students discuss in groups, and guide students to find problems and share feelings.
Teachers' guidance and combination with practice
On the basis of students' discussion, teachers put forward their own views and asked students to analyze their own situation in combination with reality and form their own correct understanding.
(e) Feedback is revised, summarized and deepened.
Through the discussion and contact between students and themselves, teachers can respond to some problems that cannot be solved well in time and provide feedback information that is beneficial to students' psychological adjustment. Finally, teachers should reveal the philosophy contained in the activities and extend it to students' real life, and guide students' practice from a theoretical height, with a view to finally transforming it into students' behavior and ability. [4]