How to Infiltrate Mental Health Education into English Teaching

To pay attention to students' physical and mental health, we should first pay attention to students' individual psychology. Different psychological activities play a decisive role in their English learning. The new English curriculum standard emphasizes paying attention to each student's emotion, stimulating their interest in learning English, helping them build up their sense of accomplishment and self-confidence, and developing their comprehensive language use ability in the learning process. Therefore, we need to infiltrate mental health education into English teaching, paying attention to the development of students' cognitive ability and their emotional life, so as to promote the harmony of students' knowledge, feelings, intentions, actions and personality characteristics. Key words: Mental Health English Teaching The competition in modern society is increasingly fierce, and middle school students are faced with the choice of further studies and employment, which is very stressful; Parents tend to give higher expectations. The pressure from society, family, teachers and students with weak emotional control ability makes them prone to emotional distress, which not only affects their academic performance, but also affects their physical and mental health. So many students have a certain degree of anxiety. In view of this situation, as an English teacher, I usually infiltrate mental health education into my teaching: First, create a healthy psychological environment and a harmonious classroom atmosphere. Psychologist Rogers pointed out that creating a good teaching atmosphere is the main condition to maintain effective teaching, and this good teaching atmosphere is based on good interpersonal relationships. Therefore, we must first establish a harmonious relationship between teachers and students, create a good classroom atmosphere, and let students get rid of excessive anxiety and be in the best learning state. Good classroom psychological environment and management is a powerful guarantee for high-quality teaching. A harmonious and cooperative atmosphere helps students to actively participate in classroom teaching activities, while a tense and indifferent atmosphere will greatly inhibit students' enthusiasm for learning, thus making classroom teaching rigid and lifeless. The psychological characteristics and age of middle school students determine that it is inevitable for students to desert in class. Once I found a student looking out of the window. I just wanted the content of the present continuous tense and asked, Zhang Hua, what are you doing? He didn't come to his senses until he heard the teacher calling him and all the other students were looking at him. I was relieved and said, You? You're looking out the window! But come on, don. Don't do that in class. He realized that I was kindly reminding him to pay attention to the class. The whole class will also feel that teachers are not hostile to students but friendly, the distance between teachers and students will get closer and closer, and the learning atmosphere will get better and better. If a teacher often takes an exclusive attitude towards a student, belittles his ability, underestimates his study and often punishes him, over time, such students will also take an unacceptable attitude towards the teacher and the course. Therefore, teachers should give priority to caring for and encouraging every student, especially the underachievers, and give more affirmation and recognition. Second, pour sincere love into teachers and establish a harmonious relationship between teachers and students. Rogers, a psychologist of humanistic school, believes that learning is a process of self-expression and realization of personality, potential and value. The essence and fundamental task of teaching is to create a situation that makes students feel safe and relaxed without psychological pressure and burden, so that students can dare to express their opinions and freely imagine and create, that is, teaching is to create a safe and relaxed learning environment for students' self-realization and let students actively participate in the educational process. In the intimate and harmonious interpersonal relationship between teachers and students, students can feel safe in English learning, dare to express themselves truly, fully display their individuality and creatively exert their potential. Establishing a good and harmonious relationship between teachers and students can give full play to students' initiative in learning English, tap their potential in learning English and broaden their development space. 1. Look up and respect students. In the context of curriculum reform, teachers are required to change their mentality, change the condescending authoritative mentality in the past, respect each student's personality, emotion and intelligence, communicate with students with a friendly face and an equal and harmonious tone, and shorten the spiritual distance between teachers and students. We should always reflect on the issue of respecting students. In fact, there are many places where students are neglected in our teaching behavior. For example, when teaching words, let students write silently over and over again, and if they make mistakes, they will be punished several times, which will seriously dampen students' enthusiasm for learning. Therefore, we must pay attention to students' interests, respect children's speeches, listen to their opinions, trust their abilities, give them the space and motivation for autonomous learning, and let them actively participate in the teaching process. Respecting students means respecting yourself. 2. Trust and tolerate students. We should make our English class full of trust and expectation. For most students, if you say he can, he can, and if you say he can't, he can't. Therefore, in English class, we should praise more and criticize less, and pay attention to cultivating students' self-confidence and courage. Always tell them to believe in yourself! Never give up! And other inspiring words, and according to their own acceptance ability, choose less difficult tasks for them to complete easily, so as to gain more chances of success, build up their confidence in continuous success and strengthen their belief in learning English well. Even if you do make mistakes, don't blame them too much. We can consider them from their perspective. . In a tolerant and harmonious classroom atmosphere, students don't worry about teachers' punishment and classmates' ridicule, reduce psychological barriers and practice boldly, thus improving classroom efficiency. Appreciating and praising students means acknowledging their success. A famous American educator said that praise is like sunshine, and getting others' affirmation and praise is the same psychological need of people. Once it is satisfied, it will become its positive motivation. Teachers should be good at discovering students' bright spots and seize every opportunity to praise them. In class, teachers should not be stingy with their compliments: OK! Great! Super! You did a good job. That's great. In short, in the communication with students, teachers should strive to create a magnetic field, so that students can feel the teacher's amiable and respectable. In this way, they can take learning English as a pleasure and enjoyment. 3. Optimizing students' psychological state, cultivating good learning will, enhancing self-confidence and guiding students to learn communicative self-confidence are prerequisites for learning any subject well. In fact, the vast majority of students want to learn English well, but the setbacks they encounter in their studies often greatly undermine their self-confidence in learning English. So they began to doubt themselves. Therefore, teachers should first make an objective judgment on the actual situation of students, analyze their weak links and favorable conditions, foster strengths and avoid weaknesses in teaching, and enable students to gain as many successful experiences as possible. Secondly, give individual guidance in a planned way, give practical care to most students, help them find out the reasons for their poor grades, guide them to improve their learning methods, and especially give them necessary affirmation, praise and encouragement in time for every progress they have made. At the same time, the exercises given to students in class should face all levels and admit the differences. When they encounter difficulties, give them necessary hints to help them finish. In this way, students at different levels can get the opportunity and joy of success, make them believe that they can learn English well, gradually enhance their self-confidence and enthusiasm in learning English, and gradually guide them to learn to communicate. 2. Guide students to learn to actively cooperate and communicate. Nowadays, the only child has poor independence and strong dependence, and lacks the spirit of inquiry and the team spirit of interaction, communication and cooperation with others in the classroom. Therefore, in the teaching process, I guide students to learn to listen gradually; Learn to communicate; Learn to experience. This is a realm where three levels are constantly developing from low to high. At the same time, in group cooperative learning, we should pay attention to cultivating students' thinking ability, learn to use the method of holistic thinking, understand and analyze problems in many aspects, angles, aspects and levels, and cultivate students' strong will quality in cooperative activities. 3. Strengthening language practice training and cultivating learning will and communicative competence are comprehensive manifestations of using English knowledge and skills, which can only be improved in actual language practice. Therefore, teachers are required to provide students with opportunities for language practice consciously and pertinently in teaching. For example, teachers should organize teaching in English as much as possible: establish a dialogue system between students on duty and teachers; Students are required to use and collect relevant English knowledge in their daily study and life, organize English extracurricular activities and so on. In communication activities, when students speak English with inaccurate pronunciation and intonation or grammatical errors, teachers should point them out or correct them after the students finish their communication activities, and don't interrupt them at will. Some small mistakes can be ignored, and there is no need to force students to say everything accurately. Teachers should give full play to their leading role and help students overcome the psychological barriers of being afraid to speak in communication, so as to enhance students' confidence in language practice and temper their will. 4. Correctly understand and treat the defects of students' mental health, and effectively solve the problems. As a second language, the methods and means of English learning are different from those of other subjects that focus on mother tongue teaching, and the mental health problems in learning have their own particularity. Of course, students' poor English learning is also caused by various psychological factors. For example, in the primary stage of learning English, some students feel inferior, doubt that they can't speak well, be imitated and laughed at, be afraid of being laughed at and dare not raise their hands rashly, and lack enthusiasm and interest in learning; Some students are withdrawn and taciturn because of family environment, heredity and other reasons. Even if they have agile thinking, they will answer all questions, but this psychological reason will also affect their performance in class, so that they will treat classroom answers with a bystander attitude, and even have avoidance psychology. In view of this situation, teachers must carry out in-depth detailed and lively mental health education according to the age characteristics and psychological characteristics of children and middle school students. For example, let them have the opportunity to satisfy their hobbies, develop their own specialties and express themselves. While displaying their talents, they found their own shortcomings and sprouted the desire to learn scientific and cultural knowledge and cultivate their abilities. For those students who feel inferior, teachers should not only use language, but also use behavior to hint and enhance their self-confidence. Teachers should know well when asking questions or evaluating rewards, consciously reduce the difficulty of questions, let these students succeed easily without knowing it, and use success to stimulate greater success, thus having a direct interest in English learning.