Interim report on the research of "children's mental health education"
First, the significance and value of research
Judging from the demand of social development for people, with the development of market economy, social competition is becoming increasingly fierce and the pace of life is accelerating. In the face of this rapid change, only with healthy psychological quality can we not be knocked down by heavy work pressure.
From the perspective of human development itself, healthy psychological quality is the key to success. Among the middle school students over the years, many students have different psychological qualities in the face of various pressures, so that they have different results. Some people get excellent grades and go to college for further study. Some people are demoralized, lose their reputation in Sun Shan, and even embark on the road of destroying their families and themselves. At present, this phenomenon has gradually spread to younger age.
Judging from the present situation of children aged 3-6, they are in a critical period of psychological development and personality formation, with strong plasticity, immature psychology and low level of self-regulation, and are easily influenced by adverse factors such as the environment. In addition, parents pay too much attention to the care and care of their children's lives and seldom take care of their children's psychological feelings, which makes their children form unhealthy psychology such as timidity, inferiority, loneliness and anxiety. They are unsociable among their peers, have no confidence in their work, and lack a sense of responsibility and competition, which affects their all-round development.
Judging from the current kindergarten education, it is mainly an educational model with "morality, intelligence, physique and beauty", and the curriculum is basically at the educational level of imparting certain knowledge and forming certain behavior habits. In fact, the education of morality, intelligence, physique and beauty in kindergartens contains the content and significance of psychological education, but there is no systematic and independent psychological education. "Psychological education" is mostly included in the category of "moral education", while "physical education" and "health" only pay attention to the mastery of children's health knowledge and the cultivation of physical quality, and rarely study from the aspects of physical and mental health. As far as today's society, contemporary education and the development of contemporary people are concerned, psychological education should occupy an important position in kindergarten education.
To sum up, it is the need of social development, present and future education and human development to carry out mental health education for children so that they can have a healthy psychological quality from an early age. Therefore, we try to find out the characteristics of children's mental health development through the investigation and analysis of children's psychological obstacles and the influence of various factors, so as to put forward educational methods to cultivate children's healthy psychological quality and provide scientific basis for the enlightenment education of children's psychological quality.
Second, the overall design of the project
Concept definition
Health: not only refers to the absence of physical defects and disabilities, but also refers to a complete physical, psychological state and social adaptability.
Mental health: refers to the contradiction between physical intelligence and emotion and the mental health of others within the range of personal emotional development to the best state.
At present, it is generally believed that mental health can give full play to the greatest potential of individuals and properly handle and adapt to the relationship between people and the environment. It includes two meanings: first, there is no mental illness; Secondly, they can actively adjust their mentality, adapt to the environment, and effectively and constructively develop and improve their mental health. Happy and stable mood, positive attitude towards life, harmonious interpersonal relationship, self-regulation and control of behavior. The international conference on mental health clearly pointed out that the symbol of mental health is: (1) physical, intellectual and emotional harmony; (2) adapt to the environment and be humble to each other in interpersonal relationships. (3) Have a sense of happiness; (4) In my work and career, I can give full play to my abilities and lead an efficient life.
Theoretical hypothesis
Through the exploration and experiment of "children's mental health", we should construct a management model and an education and teaching model suitable for children's mental health education, so that children aged 3-6 can have a relatively stable development trend under the experimental conditions, and have a lively and cheerful personality, the courage to overcome difficulties, a serious attitude towards things, enthusiasm, tolerance, originality and frustration tolerance for others, thus promoting children's all-round development and laying the foundation for cultivating high-quality talents.
(iii) Research objectives
Overall goal: to explore effective "children's mental health training methods"
Specific objectives:
1, to study the main characteristics of children with mental and physical health development disorders.
2. Analyze the factors that affect children's mental health.
3. Explore the training goal and operation mode of children's mental health.
research method
1. Literature method and group discussion method based on rational speculation were adopted. On the basis of reading a lot of literature and discussion, this paper understands the meaning and structural factors of children's mental health, and defines this concept. At the same time, through group discussion, we can understand children's behavior in various psychological States, so as to correct and deepen our understanding of the concept of "definition". To understand the general trend and characteristics of children's psychological development at the age of 3-6 by using the investigation method of situational observation combining theoretical study with practical action.
2. Combining rational thinking with experience summary, we construct the cultivation strategy of children's mental health.
3. The training strategy is empirically studied by action reflection method.
(5) Research strategy
1, reform kindergarten management mode
(1) Pay attention to environmental construction. A good environment can keep children in a good emotional state and promote the development of advanced emotions. It plays an important role in forming a healthy psychology for children. Families and kindergartens work closely together and have the same requirements. * * * Walk into the world of childlike innocence together, master scientific parenting knowledge and educational talents, and reach a harmonious relationship with children, be sincere and friendly to children, and give them trust and warmth. Create a relaxed and pleasant psychological environment for children, so that they can live happily and grow up healthily in a friendly and cordial atmosphere.
(2) Pay attention to teacher training. Starting with management concepts and measures, kindergartens pay attention to "introducing people, guiding people, inspiring people, cultivating people and using people", give full play to teachers' main role, improve their ability to implement "children's mental health education", and strive to make teachers become scientific research teachers.
2. Reform the teaching mode
(1) Reform the classroom teaching mode, reset the course content and mode, add special mental health courses for children, and pay attention to infiltrating mental health education into other disciplines. In classroom teaching, we should guide children to have interest in learning, and adopt flexible and diverse ways and teaching methods according to their age characteristics, so that children can actively study in a relaxed and happy atmosphere and strive to build a colorful classroom teaching model.
(2) Reform the activity curriculum model. Increase the time and content of business activities and social activities. Set up activity classes with different contents (games, labor, visits, experiments, etc.). ) Let children participate in their favorite activities as much as possible. This relatively open curriculum model is conducive to cultivating children's positive and happy emotions and creative talents.
3. Reform the education mode.
Educational methods should be appropriate. Whether the correct educational methods can be adopted has a great influence on children's mental health. Too strict discipline will hurt their self-esteem and limit the development of independence and creativity; Obedience and indulgence easily lead to excessive dependence and poor ability to resist setbacks. Therefore, on the basis of studying children's psychological characteristics, we will explore effective educational methods and compile children's mental health cases according to their behavior in various psychological States.
(6) Research time
Preparation stage: September 2002-June 2002 5438+065438+ 10.
Implementation stage: 65438+February 2002-August 2005.
Summary stage: September 2005-February 2005.
Third, the mid-term research results of the project
From June 5 to February 2002, the project entered the implementation stage. We use the research methods of literature research, action research and case study to reform the management, teaching and education mode of kindergartens. Through half a year's efforts, the goal of children's mental health education has been initially formulated, the main characteristics of children with behavioral problems have been analyzed, and the implementation strategies of children's mental health education have been explored.
(A) the goal of children's mental health education
The goal of children's mental health guidance is an important basis for selecting and determining the guidance content and making the guidance plan. It is also a reference to guide the direction and standardize the process of psychological counseling, and it is also a standard to test and evaluate the effect of psychological counseling. After consulting the literature and constantly revising it in practice, our research group initially formulated the target system of mental health education in kindergartens.
Overall goal: (10)
1, can care about all kinds of things and phenomena in the surrounding world, have good observation, attention, imagination, generalization and analysis skills, have a strong thirst for knowledge, and can understand their relationship with all kinds of things and phenomena in the surrounding world.
2. Be able to express and exchange your feelings and ideas with parents, teachers and peers.
3. Willing to seek new life experiences and have good ability to adapt to the environment.
4, do things with confidence and patience, and strive for success. Not afraid of failure, not afraid of setbacks.
5. Have a certain self-care ability and initially develop good living habits.
6. Be able to actively participate in group activities and dare to express themselves.
7. Be friendly with children, cooperate on an equal footing, be willing to care about others and be compassionate.
8. Have certain self-evaluation ability and self-restraint ability.
9. If you encounter difficulties, you can find a way to solve them.
10, can accept the persuasion of teachers and parents, and is not willful.
Under the overall goal, we set different levels of goals according to the different age characteristics of children. In this way, the whole target system has become the direction and test standard of our work.
(B) the main characteristics of children with behavioral problems
At present, some preschool children do have behavior problems. We consulted a large number of monographs on children's psychology, designed questionnaires such as Children's Psychological Development Questionnaire, Children's Self-awareness Questionnaire and Children's Social Development Questionnaire, and conducted a comprehensive survey of children in the experimental class. Some of these questionnaires were filled out by parents, some by teachers, and some by children and parents. It should be said that under the condition that children's self-evaluation ability is not perfect, we have obtained the most authentic first-hand information from the people who know them best and made an objective and fair evaluation of them. We divide children's behavior into three situations according to whether there is a problem, the severity and duration of the problem. The first is normal behavior, the second is behavioral deviation, and the third is behavioral disorder. As shown in the figure below:
abnormal behavior
Behavior deviation
Normal behavior
Mental health psychological disorder
In the experimental class, most children are healthy, and no children with behavioral disorders are found in the category of mental illness diagnosis. However, we found some children with behavioral deviation. Some children are withdrawn, while others love to lose their temper. These children account for about 15.2% of the total number of people surveyed. Their characteristics are as follows: First, at a certain age, the problem is prominent, and it is not obvious before or after this. Like shyness. Second, whether it is emotional problems or behavioral problems, the forms of expression are usually simple, such as only shy symptoms, no obvious syndrome, that is, other behaviors of individuals are basically good. Third, there is no similar personality defect or family inheritance. After reading these three characteristics, we have reason to believe that these children will change and get better and better through our efforts. On the basis of the above work, we have also formulated the criteria for judging the behavior deviation of children in this park with reference to the standards of Shanghai:
(1) pulling hair or sucking fingers (2) biting nails or grinding teeth (3) picking nostrils (4) stuttering (5) enuresis (6) clumsy movements (7) Tourette's disease (8) emotional changes (9) excessive crying (10) unable to be separated from parents (65438+)
Among these 28 symptoms, if the child has 7-8 symptoms at the same time, it can be judged as persistent behavioral deviation. We will put him on file, and the teacher of this class will contact his parents, analyze the reasons, formulate measures, follow up and observe him, and make guidance records. If the number of children is less than 7, it is judged as a general behavioral deviation, and the teacher will take him as a special object and pay more attention and guidance.
(C) the implementation strategy and performance of children's mental health education
1, reform kindergarten management mode
Our garden actively improves the management measures from both material and humanistic aspects, creates a good material and humanistic environment, and serves the mental health development of children.
(1) Optimize the physical environment of kindergartens
Although the beautiful kindergarten environment is material, it plays a suggestive role in the psychological formation and development of children, affecting not only their personality tendency psychology, but also their psychological and social development. Our garden aims to create an environment that conforms to the age characteristics of kindergarten children and is close to their development. It not only pays attention to the beautification and decoration function of the environment, but also pays attention to excavating the educational function in various environments. Suhomlinski said: "Use all available conditions to implement education, and even let every wall speak." We use every corner of the kindergarten to let children participate in it, so that the environmental layout is open, changeable and interactive, and the physical environment is combined with the psychological environment. For example, decorate a "mood wall" and a "whisper corner". The environment of my garden has become a way for children to express themselves, a world. Living in this atmosphere, children feel that they are the masters of the kindergarten, with a sense of security and pleasure, which is conducive to the harmonious development of body and mind.
(2) Improve the psychological quality of teachers.
Cherzova, an educator in the former Soviet Union, said: "The influence of teachers' psychological quality on students is an educational force that no textbook, moral proverbs or reward and punishment system can replace. "Teachers' personality and psychological quality have a direct impact on children's mental health. To this end, our garden has taken three measures: ① to establish a garden style of democracy and unity and create a good psychological environment for teachers. ② The leaders of the park care about helping teachers, solve practical difficulties for teachers and relieve their psychological pressure in time. ③ Use educational salons and other activities to popularize and discuss mental health knowledge and guide teachers to learn self-consultation. In March 2003, through democratic discussion and voting, our garden formulated "Eight Contents of Mental Health Quality of Kindergarten Teachers in Experimental Primary Schools" and "Ten Contents of Teachers' Safeguarding Children's Psychological Rights and Interests". These have become the guidelines that teachers in our school consciously abide by.
Under the influence of these measures, our kindergarten teachers can understand themselves correctly, have an open mind and a positive attitude towards life and work, setting a good example for children to learn. They also take an active part in scientific research, actively learn new educational concepts, establish a correct view of education and children, look at problems from the perspective of children during the day's activities, understand their voices, pay attention to their psychological growth with a generous and peaceful mind, and strive to be a teacher full of human brilliance. They also conscientiously sum up experience and actively write articles. At present, some articles have been published in newspapers and periodicals, and some have been exchanged at the annual meeting of Suzhou Psychology.
2. Explore the teaching mode of children's mental health education.
In the past, kindergartens mainly carried out education and teaching with "morality, intelligence, physique and beauty" as the content. There is no systematic and independent psychological education, and most of them are classified as "moral education". In fact, the moral, intellectual, physical and aesthetic education in kindergartens contains the content and significance of psychological education. In order to carry out mental health education in kindergartens, we are exploring a set of practical mode of mental health education which is relatively independent and integrated with other contents, so as to promote the formation of sound personality of children more effectively.
(1) Preventive mental health activities
There is a misunderstanding that mental health education is to help those children with psychological deviation return to normal. However, the education of "better late than never" is not the true meaning of mental health education. It should focus on prevention. Teachers in our garden display their wisdom and wisdom, and set up "emotional walls" and other corners for children to express their emotions and pour out their troubles. The panda, a child of Class 3, hung his angry "little face" on the mood wall for two days. The teacher found and understood the reason in time. It turned out that dad was holding a stick to "watch" him practice the piano. On the one hand, the teacher had a heart-to-heart talk with the giant panda to let him understand his parents' painstaking efforts, on the other hand, he got in touch with his parents and gave them "suggestions": how to make their children practice the piano actively and happily. The next day, "Smiling Face" returned to the name of Panda Kai.
Teachers also use "advantage cards" to let children draw the advantages of their peers on small cards and give them to their peers, especially those "individual students", so that they can feel concerned and help them build up self-confidence and make progress. There are still many of these practices in practice, which avoid the possibility of many "dead sheep" and play an important role in mental health education.
(2) Correcting mental health activities
Through measurement and teacher's observation, we also found children with behavioral deviation problems, such as: finger-sucking addiction; Compulsive behavior; ADHD. Some people are emotionally unstable, anxious, suspicious or depressed. We are very cautious about the identification of these children and will never give them a "hat". When exchanging opinions and seeking cooperation with parents, we should also use words carefully to avoid causing parents' blind panic or dissatisfaction.
In order to ensure the effectiveness of corrective activities, we have made a file of special children in each class and made a comprehensive observation record. And get in touch with parents, carefully analyze his behavior problems, formulate corrective goals and specific methods, create an all-round good environment for children, record the development process of children in detail, and organize teachers to exchange cases regularly. This case comprehensive correction method has achieved good results because of its clear goal and strong pertinence. In the morning, the children in Class Three in primary school feel more and more secure in the garden, and Mimi in Class Three in middle school has basically overcome the behavior of attacking others ... However, we are also soberly aware that correcting mental health activities is a long-term and complicated work, which cannot be fully effective in a short time and needs unremitting efforts.
(3) Developmental mental health activities
Mental health refers to the best functional state that individual psychology can achieve within its own and environmental conditions. The word "best" represents the high-level goal of mental health activities. Therefore, we should not only be satisfied with eliminating psychological problems, but should pursue the most harmonious development and optimal combination of children's body, cognition and psychology. It is a good practice to integrate mental health activities into kindergarten-based curriculum. We insist on carrying out mental health activities once a week, and the atmosphere between teachers is very strong. With our efforts, our mental health class is very attractive to children and deeply loved by them. For example, "Two Stupid Bears" tells children how to deal with conflicts between peers; The "store for venting anger" allows children to experience and practice the correct way to vent their emotions. Infiltration in the teaching of various subjects is also what we have always insisted on. For example, in sports activities, the cultivation of strong and brave psychological quality is always combined with exercise, and in music activities, the melody of experiencing beauty and feeling pleasure runs through. ...
3. Create a good family parenting environment.
Family is the first school where children grow up, and parents are their first teachers. Bad family education will make children have all kinds of psychological deviations. At present, there are several unhealthy tendencies in family education: for example, emphasis is placed on teaching by example and neglecting teaching by example; Pay more attention to material investment than spiritual investment. In view of this situation, our garden publicizes parenting knowledge to parents through publicity windows, home visits and parent-teacher conferences. Among them, the family education salon is the most popular among parents, and the teacher decides the topic first, for example, what should I do if the child is rebellious? What role should grandparents play in education? Parents participate in it according to their own interests and needs, relax here, "chat" about parenting experience, accumulate parenting information in the collision of various ideas, and deepen their understanding of children. Lei Lei's father is in the class (1). At first, he joined this class at the order of his wife. Later, in the discussion, he understood that Lei Lei's timidity stems from the urgency of "looking for a girl to become a phoenix", thus changing the way of education. Lei Lei became lively day by day, and he became a frequent visitor to the salon. For parents who have problem children behavior, teachers keep in constant contact with them, analyze the causes of the problems with them, and study countermeasures.
Fourth, project management.
Project management is a very important work in the process of project research, which determines the success or failure of project research. In order to strengthen the management of project research, we have taken two measures:
(a) to establish and improve the research network, with guidance-implementation-inspection through-train management measures. Our business director, education director, teaching and research team leader, and backbone of teaching and research all perform their duties and work together to make every link of the research be implemented.
(2) Strengthen system construction. "Without rules, there would be no Fiona Fang". Our project research can be more effective because there are a series of systems to guarantee it. Such as regular communication system, regular activities system, regular study, discussion and summary system, data collection management system, etc. The implementation of these systems ensures the orderly work of the research group. For example, we stipulate to attend a seminar on mental health once a week, exchange cases once every three weeks and contact parents once a week.
Verb (abbreviation of verb) discusses the problem
During the research, we also found some unsolved problems and puzzles. If the children in kindergarten are young, how to use their own understanding methods for psychological counseling; Whether the special attention of adults will bring pressure and negative effects to special children, etc. Because the project has not been carried out for a long time, these problems are being explored and will become the focus of our next research. Turning over the long scroll of history, Freud, Watson, Piaget and other psychological masters have all seen the important influence of children's mental health development in early life on their future growth. As pre-school educators in modern society, we think that our ongoing research on children's mental health education is very meaningful, and we are willing to make such efforts for children.
On Children's Mathematics Learning Materials
Operational materials are the carrier of mathematical activities and the material basis of thinking in mathematical activities. Without vivid and effective mathematical materials, children can't learn superficial mathematical knowledge and develop their initial mathematical ability. Choosing appropriate homework materials can enhance children's understanding of mathematics, interest in learning, and improve their ability to solve problems and understand concepts; Its own characteristics and the activities defined by these characteristics often determine how much knowledge children gain, how much interest they stimulate and how deep their intelligence they develop.
In most kindergartens, we can easily find digital cards, concept cards, geometric figures, plastic sticks and other materials, which seem to undertake a large part of the task of children's mathematics education and become typical teaching AIDS and toys that embody mathematics education in many children's mathematics teaching activities. However, children need to learn mathematics, and we can provide them with more than that. Below, combined with the practice of carrying out the reform of children's mathematics education in our park, I would like to talk about some views:
First, special mathematics learning and teaching toys
1. Written homework materials arranged around teaching plans: mainly designed by children's picture books or teachers according to teaching needs. Most of these materials are flat, and the design ideas pay more attention to mathematics teaching in the general sense, and the content selection is limited. In today's educational situation, which pays attention to children's individual development, it is obviously not in line with children's needs and interests to teach children's mathematics in a general sense only by relying on the practice of these written materials.
2. Mathematical toys specially made for children: such as digital sorting boards, graphic boards, geometric towers, digital beads, egg covers, sleeves, various toys for counting and sorting, as well as geometric boards, sorting boxes and corresponding materials. This kind of toy has some traditional and classic styles, which are beautiful and durable. The biggest feature is that children can play middle school, which is interesting and durable. We should try our best to provide children with these teaching toys with certain basic mathematical characteristics.
3. Math corner materials designed for children's personalized activities: With the increase of teachers' understanding of children's mathematical ability development, the concept of providing materials suitable for different children's current study has been strengthened, and it is the general trend to provide children with a variety of materials that meet their needs and interests, so that children can choose the content and methods of activities according to their own interests and wishes.
Since the project of "Life-oriented Research on Kindergarten Mathematics Education" was launched in our park, we have made full use of the space according to our own reality, and opened a mathematics area in the activity room of each class and a mathematics city on the fourth floor, giving children enough activity materials and greater freedom of choice, so that children can study in a relaxed and happy atmosphere. In our garden, most of them are reflected in such interesting and life-oriented materials provided by teachers to children, with certain situational and clear learning content. For example, the materials "beautiful flower beds" and "birds looking for their homes" designed for children in large classes can be added or subtracted in 10, and divided into 10 blocks with the numbers 1- 10 respectively. Some plastic flower blocks (bird pictures) are made into "flowers" or birds. A subtraction card is added within 10, and a game stick is inserted at the bottom of the flower block or bird picture. When playing, first calculate the number of the formula on "flower" or "bird", then insert "flower" or "bird" into the corresponding number of "flower bed" or "forest", and after inserting several question cards, a very beautiful flower bed and "bird's home" will appear in front of you.
Second, choose life materials that can be seen everywhere in life.
Our "Research on Life-oriented Kindergarten Mathematics Education" advocates that children's mathematics learning should be integrated into the whole children's natural learning, and kindergarten mathematics education should be life-oriented. Children learn mathematics in real life and the real world; Mathematics is abstracted from the real world. As long as you are good at being a conscientious person, you can find mathematical materials in your life.
1. You can use the original ready-made living materials, such as discarded beverage cans, fruit bowls, small leaves, stones, playing cards, bowls, chopsticks and spoons used in daily life to guide children to explore different ways of playing. Such as sorting, solitaire, comparison, addition and subtraction games according to the pattern and number size of playing cards; Stacking bottles and cans, recognizing shapes, distinguishing sizes and comparing heights; Do classification and interval sorting exercises with beans in life. In this life-oriented manipulation, children get rid of the task pressure in formal mathematics activities, gain a more natural and unrestrained state of mind, show a strong desire to explore, get unlimited fun, and unconsciously enrich their mathematics experience.
2. Operating materials after raw materials are processed: There are many ready-made materials around children, which can easily become teaching toys, so that children can learn mathematics naturally. For example, the material used by children in primary and secondary schools to do counting exercises is "feeding small animals": decorate empty coke bottles into the shape of small animals, label them with numbers or creativity, dig an opening in the upper part for the mouths of small animals, and prepare a bowl with a certain amount of "peas" (beads) in it. Children feed the "peas" to small animals with spoons according to the quantity requirements. Another example is to collect a number of transparent glass or plastic bottles with lids of different sizes in our daily life, and make linear, dot or digital marks (the number, shape and arrangement of marks can be different) by sticking them on the bottle body or bottle cap immediately, and then prepare some colored beads. You can let children play the game of matching ideas with numbers, and put the corresponding number of beads into the bottle according to the numbers on the glass bottle. Because these materials are close to children's lives, they are particularly vivid and meaningful for children's learning; Here, children try their best to develop, create and perfect, and their independent operation and active activities are fully brought into play.
Third, real mathematical tools used by adults.
There is a concept in traditional thinking that children can only accept mathematics learning materials specially designed for them, and adult mathematics tools are not understood and accepted by them. In fact, children have a strong curiosity and desire to explore, and the real mathematical tools used by adults have intangible attraction to them. For example, in children's activities of learning to measure, we might as well provide some meters, tape measures, rulers and so on. For children to measure and compare; When exploring balanced activities, provide them with spring scales, hook scales, scales and weights for comparison and weighing; Satisfy their curiosity and exploration spirit, and let them find interesting laws and phenomena in hands-on experiments and using tools.
Dewey believes that when we say that education is development, our final conclusion is: life is development; Constant development and growth is life. Mathematics education is rooted in children's life and experience, so that it can exert its greatest effectiveness and find the motivation for children to continue to grow. In the era of in-depth study and implementation of the spirit of the new outline, it is our eternal goal to pursue the all-round development of children's personality, form the educational strategy of children's active learning, and promote the improvement of each child at different levels.