Mental health education is becoming more and more important in education in modern society. How to carry out mental health education and whether it is successful or not is an important part of school education. The following is what I have carefully compiled for you. I hope it will be helpful to you!
Chapter 1
Theme activity 1. Learn to say "no" in the face of fear
1. The teacher asks students to list five things or objects they are most afraid of in their study and life on paper, and then communicate.
2. The teacher analyzed and summarized what students were most afraid of. The most common answers were fear of snakes, fear of not doing well in a certain subject... Then the teacher suddenly took out a long live snake. When the students saw this, they would be very nervous and even hold their breath and shrink into a ball. The teacher told the students not to be afraid, and told them that this was a non-venomous snake and would not bite. If you don't believe it, please take a look. The teacher first demonstrated and put the snake around his neck. At this time, the teacher suggested that any brave student could come up and catch the snake.
3. With the encouragement of the teacher, the teacher spoke highly of the first student who came up to try. Then, under his guidance, every student was asked to try it one by one.
Discussion points:
1. Understand that when we feel scared, instead of surrendering to "fear", we should make a rational judgment.
2. The power to overcome fear is only generated when we directly face the thing we fear. The more we think about it, the more tightly our potential will be blocked.
3. How to overcome "fear" based on specific examples.
Integrity prevails with me
Activity background: In view of the actual situation of students in the class, most students lack integrity in dealing with others and are skeptical of various social phenomena, which affects the psychology of students health and development, so this topic is designed.
Purpose of the activity: Through activities and psychological experiences, students can realize that integrity is a virtue, strive to be an honest person, and cultivate the psychological quality of integrity. Activity class: Grade 2 of junior high school
Activity hours: one class hour
Activity focus: guide and inspire students to clarify their understanding of integrity and cultivate students' psychological quality of integrity.
Activity preparation:
1. Each student collects at least one famous saying, aphorism, motto or idiom about integrity. 2. Each student makes a homemade five-pointed star and writes a famous saying, aphorism, motto or idiom about integrity on the back. 3. Prepare the first and second parts of the story "Life and Death" and the courseware. Experience design: Let students experience the importance of integrity to people in the story "Life and Death" and the "Giving Integrity Stars" activity. Activity process:
Introduce the topic and create the scene
1. Introduce the story "Life and Death" according to the situation on the spot
2. Students tell the story emotionally : "Life and Death".
3. The teacher questioned: Students, will Pease come back? If you were Pease, what would you do? Why? Guide students to discuss possible endings
4 , students continue to tell the story "Life and Death", based on students' answers and inspiration.
5. Teacher: 1. What do you think after listening to this story? 2. What does the story reveal about being a human being? Integrity 3. Are there honest people around you? Do you think you are an honest person? Why? 4. Have you ever encountered dishonest people or things? How did you feel at that time?
2. Inspire thinking and guide experience
1. Do you know what integrity is? Our Chinese nation is a nation of etiquette. Since ancient times, there have been many famous sayings, aphorisms, mottos or idioms about integrity. Who can tell me, what do you know?
2. The teacher summarized the students’ answers: Integrity means not deceiving others, and you must work hard to do what you promise others. As the saying goes: "Words must be deeded, and deeds must be resolute." The courseware "A Promise Thousands of Gold" shows: Integrity is a virtue. 3. The teacher asked: How can you be an honest person? The story about "The Boy Who Cried Wolf" shows that if you are dishonest, you will be severely punished, even losing your life. Are you willing to be an honest person? Then, let integrity be with us in the years to come. Courseware presented: Let integrity be with us!
Three activities: "Send a star of integrity"
1. Teacher: Each student has a five-pointed star in his hand. It is named "Star of Integrity", which represents a lofty desire and true feeling deep in our hearts. Ask the students to give this integrity star to the person you think deserves it most, and explain the reason for the gift.
2. Play the music "Spring Fields". In the soothing music, students can move freely and receive "Integrity Stars" as gifts. Teachers can timely highlight, exaggerate the atmosphere and create scenes according to the on-site situation.
3. Teacher: Please share this proud and happy feeling with your classmates who have won more integrity stars. Teachers inspire education in a timely manner based on the actual situation
4. Teacher summary: Students, don’t underestimate this star, it represents respect and trust. You have won pride and happiness for yourself with your honest words and deeds, won more friends and opportunities, and paved a road to success for yourself.
5. Courseware presentation: Integrity is happiness, and integrity is the catalyst for success.
6. Teacher: Some students may not have even one star. What does this mean? It means that you may have broken trust with others, and may have lost the trust of others in you. If you want to be an honest person, please raise your hand, and the teacher will give you a star of integrity. I hope you can keep your promise and be an honest person from today on. Classmates who received gifts talk about their feelings
Four connections with reality to guide practice
1. Teacher: In real life, we may have broken trust with our friends, classmates, and teachers due to various reasons. and loved ones. The teacher tells an example of breaking one's trust and asks the students to help with suggestions?
2. Teacher: It seems that when we break one's trust, we can and should make amends in time and use our sincerity to eliminate the doubts in others' hearts. distrust. Have you ever broken trust with your parents or teachers? Please speak up bravely
3. Teacher: The students who just spoke are very brave. They used their honesty to win themselves a chance to correct their mistakes. . Sometimes, we do not intentionally break trust with others, but it is caused by some objective reasons. Think about it, what are the reasons why we break trust with others? What should we do?
4. The teacher guides according to the students’ answers. Courseware provided: Make timely corrections, write them down, and let others remind you... 5 Today we know what integrity is and how to be an honest person. I think every one of our classmates wants to be an honest person. I I also believe that every student can become an honest person. Let integrity walk with us in the future of life! Let us high-five each other and work hard to fulfill our promises! Teachers and students, Students high-fived each other and made oaths
Teaching postscript:
1. Topic selection: This topic is based on the actual situation of the students in the class, combined with our school's scientific research topic "Experiential Education in Mental Health Education Activity Classes" Model Research", focusing on experience design and process, trying to organically integrate mental health education and moral education. 2. Feelings during the operation: 1. The teaching activities and content were basically completed according to the pre-teaching design program and the purpose was achieved. 2 The activity fully reflects the requirements of the mental health education activity class of "psychological experience". 3. In teaching activities, full attention is paid to mobilizing students' enthusiasm for participation, and the problem scenarios are well combined with the on-site time and space context. Timely attention is paid to inspiring students' thinking, guiding students' emotional experience and associations, and allowing students to feel from the depths of their hearts. , to think. 4. The teaching program can be adjusted appropriately, and more attention should be paid to rendering the atmosphere to touch the students' hearts. In teaching, it is not necessarily necessary to give students clear knowledge. What is more important is to allow students to have insights and experiences.
Attached story: "Life and Death"
1. Life and Death In the 4th century BC, a young man named Pius in Italy offended the cruel king and was sentenced to death. Hanging, he asked Pease, a filial son, for permission to go home and say goodbye to his old parents, but he never got the king's consent. At this time, his friend Damon was willing to temporarily serve the sentence for him, and said: "If Pease doesn't come back, I can serve the sentence for him." In this way, the king reluctantly agreed. When the time came for execution, Pease was nowhere to be seen. People laughed at Damon for being so stupid that he risked his life to guarantee friendship. Damon was taken to the gallows, and people quietly waited for the tragic scene. 2. Life and death depended on each other. Suddenly, at this critical moment, Pease's figure appeared in the distance. He was running in the heavy rain and shouted loudly: I'm back! I'm back! Then, he hugged with tears in his eyes. Saying goodbye to Damon. At this moment, the entire audience was stunned. Everyone was crying, cheering for this pair of life and death friends. The king was also moved and surprisingly pardoned Pease. He said: "From you, I see the virtue of integrity, and I am willing to devote everything to making friends like this."
How to interact with students of the opposite sex
Course Design< /p>
Psychological research shows that after middle school students enter adolescence, their physiology and psychology have changed, and their desire, liking and interaction with the opposite sex are inevitable for the sexual and psychological development of adolescent students. Normal interactions between middle school students of the opposite sex are conducive to students’ learning progress and personality development. However, if the interaction between male and female students is not handled properly, it will also affect and hinder their learning and physical and mental health. It will also cause misunderstandings, which will bring them some emotional distress. Therefore, through this psychological education class on interactions with opposite-sex classmates, students can establish a healthy concept of opposite-sex interactions, form a correct attitude towards opposite-sex interactions, and learn to interact with classmates in the correct way.
Chapter 2
1. Teaching objectives:
Through watching courseware and videos, telling stories, discussions, etc., students can understand and master the concept of frustration and Be able to realize that "everyone will experience setbacks when growing up, success must experience setbacks, and the impact of setbacks on people has the characteristics of 'duality', thereby stimulating students' desire to strengthen their own resistance to setbacks."
2. Teaching focus:
1. The dialectical relationship between pursuit and frustration.
2. Contact reality and yourself to establish a correct "view of frustration."
Teaching process
1. Guide
1. Play "Symphony of Destiny" to introduce Beethoven's pursuits and frustrations
2. Teaching new courses
Understand the basic knowledge about "Pursuit and Frustration"
1. Question: Use your own language to say "What is pursuit and frustration"
2. The computer slide shows the concepts of "pursuit" and "frustration"
Pursuit refers to the use of positive actions to achieve a certain goal; frustration refers to people's activities in pursuit of a certain goal. , a psychological state that occurs when encountering interference, obstacles, losses or failures.
2. The relationship between pursuit and frustration
1. Watch the video: "Our Sanglan" and watch and think with questions
2. Discuss with classmates one by one< /p>
1 "Sang Lan's Pursuit and Frustration"
2 Show the computer slide "Sang Lan's Pursuit and Frustration"
3 Discuss and summarize "Pursuit and Frustration"
3. Show computer slide 1 - Growth must be pursued: setbacks often accompany pursuit; do not be afraid of setbacks and have the courage to pursue.
Facing setbacks three times
1. Watch the video "Stories of Classmates"
2. Young reporters talk about their interview experience
3. Computer slide show: Enlightenment to us "Pursuit is often realized with the victory of setbacks"
The impact of four setbacks
1. Music slideshow "A letter not sent" < /p>
2. Discuss what setbacks the writer encountered?
What impact did it have on her? How to help her get rid of
the negative influence?
< p>3. Soundtrack Slide 11Today's Einstein "Stephen Hawking"
4. A new interpretation of "frustration"
5 Summary and sublimation
1. Computer slide: "Chief Scientist" - Yan Chunhua
2. Summary of the whole course
1 Computer slide - Be brave to pursue and not be afraid of setbacks ! Dare to pursue and overcome setbacks! Keep pursuing and challenge setbacks!
2mtv ten computer slides one by one with the song "The Future of the Future"
3 Accompanied by the singing, scrolling playback
After-school homework
Composition: "The Impact of the Soul" - record the setbacks encountered in one's pursuit
Key points: thoughts and countermeasures taken when encountering setbacks, Impact
Learn to listen
Purpose of the activity: 1. Let students understand that hearing does not mean that it is correct. They must listen carefully, interpret correctly and express clearly to avoid misunderstandings.
2. Enable students to master the correct method of listening.
Applicable objects: all members of the class
Activity venue: classroom
Activity time: 45 minutes
Activity preparation: psychological sitcom, Avatar of a person without facial features
Activity program
1. Warm-up introduction
Play beautiful music to create a scene. After listening, ask: Do you think this music sounds good? How do you feel after listening? When did you learn to listen?
Talk: Yes, we have been learning to listen since we were babies, listening to the calls of our loved ones, listening to the sounds of wind and rain in nature, and listening to the beautiful scenery Beautiful music. Listening is the most basic human quality. But some people may never learn how to listen throughout their lives. He can hear the laughter of children, but he cannot feel the innocence of children. He can hear the cries of others, but he cannot feel the suffering of others. Listening is an unlearned human instinct, but in real life, listening is often the most neglected part of all communication skills. When we are eager to express ourselves and say our own things, listening is often ignored.
2. Game: "Whispers"
Each group of 10 people is divided into 4 groups. The teacher shows the first student in each group a sentence with similar pronunciation and meaning. The first classmate will pass the message to the next. During the process, no one else can hear the content. Ask the last classmate to say what he heard. The team that delivers the message quickly and accurately wins.
Communication and sharing: 1. What is your group’s experience of success or failure?
2. How do you feel after finishing this game?
3. Group activity: "You draw and I tell"
Four students perform on stage in pairs, and other students perform in pairs off the stage
Activity rules: 1. One person performs A blind person, one plays the role of a sighted person.
Communication and sharing: 1. How did you feel through this activity?
2. What inspiration did you get after completing this game?
p>
4. Situational drama performance
In daily interpersonal communication, someone often needs to act as a listener. "Listening" seems to be a simple matter, but is it really so? ?Look at the following situation, has it happened to you?
Plot content: In the classroom, the teacher is organizing students to discuss problems.
A classmate was speaking, and two classmates kept interrupting, rushing to express their opinions, and not letting the other person finish what they said. They quarreled with the student who was speaking in class; at the same time, one classmate responded to other people's speeches. Expressionless, looking very serious, but actually not reacting at all; one student was turning a pen in his hand and facing out the window; one student was smiling, shaking his head, humming softly, and constantly flipping through books and reading. watch.
Students perform a sitcom. After the performance, students talk about: In the above scenario, what aspects did you do poorly as a listener? What other bad listening performances do you know? Have you ever experienced any drama? Did you have similar experiences? What losses did you have? Let’s talk about it based on real life.
5. Students talk
How to be a qualified listener, such as: natural attitude, friendly, sincere, eye contact, not interrupting casually, etc.
6. Student Exercise
Tell the students in the group about "an unforgettable thing for me". When you speak, experience how good listening makes you feel; when you listen, don’t forget to remind yourself to be a qualified listener.
Students talk about the benefits of learning to listen, such as: increasing knowledge, gaining respect from others, learning from each other’s strengths, etc.
7. Teacher summary
When people deeply understand the principle of listening, we will find that listening is everywhere and is closely related to our lives. Learning is inseparable from listening, work is inseparable from listening, and life is inseparable from listening. With the help of listening, you can know the teachings of wise men, you can appreciate the essence of culture, and you can enjoy the beauty of life.
Students, let us learn to listen. When we can sit down calmly, look at each other clearly, abandon our arrogance and vanity, lean forward slightly, and look at each other. Encouraging eyes, then you will have unexpected gains.
Transcend yourself
Purpose of the activity:
Teach students to face their inner "fear" and dare to challenge themselves; fear often does not come from external things, but from external things. It comes from our own hearts. As the saying goes, the problem itself is not the problem; how you look at the problem is the problem.
Number of participants: All members
Usage time: 45 minutes
Material preparation: a non-venomous snake, an electric water shell filled with water, A cold water basin and an electrical socket.
Activity venue: class
Applicable objects: members who often suffer from fear
Part 3
Theme activity 1. Facing fear Learn to say "no"
1. The teacher asks students to list five things or things they are most afraid of in study and life on paper, and then communicate.
2. The teacher analyzed and summarized what students were most afraid of. The most common answers were fear of snakes, fear of not doing well in a certain subject... Then the teacher suddenly took out a long live snake. When the students saw this, they would be very nervous and even hold their breath and shrink into a ball. The teacher told the students not to be afraid, and told them that this was a non-venomous snake and would not bite. If you don't believe it, please take a look. The teacher first demonstrated and put the snake around his neck. At this time, the teacher suggested that any brave student could come up and catch the snake.
3. With the encouragement of the teacher, the teacher spoke highly of the first student who came up to try. Then, under his guidance, every student was asked to try it one by one.
Discussion points:
1. Understand that when we feel scared, instead of surrendering to "fear", we should make a rational judgment.
2. The power to overcome fear is only generated when we directly face the thing we fear. The more we think about it, the more tightly our potential will be blocked.
3. How to overcome "fear" based on specific examples.
Integrity prevails with me
Activity background: In view of the actual situation of students in the class, most students lack integrity in dealing with others and are skeptical of various social phenomena, which affects the psychology of students health and development, so this topic is designed.
Purpose of the activity: Through activities and psychological experiences, students can realize that integrity is a virtue, strive to be an honest person, and cultivate the psychological quality of integrity. Activity class: Grade 2 of junior high school
Activity hours: one class hour
Activity focus: guide and inspire students to clarify their understanding of integrity and cultivate students' psychological quality of integrity.
Activity preparation:
1. Each student collects at least one famous saying, aphorism, maxim or idiom about integrity. 2. Each student makes a self-made five-pointed star and writes a famous saying, aphorism, motto or idiom about integrity on the back. 3. Prepare the story "Life and Death" (Part 1, Part 2) and courseware. Experience design: Let students experience the importance of integrity to people in the story "Life and Death" and the "Giving Integrity Stars" activity. Activity process:
Introduce the topic and create the scene
1. Introduce the story "Life and Death" according to the situation on the spot
2. Students tell the story emotionally : "Life and Death".
3. The teacher questioned: Students, will Pease come back? If you were Pease, what would you do? Why? Guide students to discuss possible endings
4 , students continue to tell the story "Life and Death", based on students' answers and inspiration.
5. Teacher: 1. What do you think after listening to this story? 2. What does the story reveal about what it takes to be a human being? Integrity 3. Are there honest people around you? Do you think you are an honest person? Why? 4. Have you ever encountered dishonest people or things? How did you feel at that time?
2. Inspire thinking and guide experience
1. Do you know what integrity is? Our Chinese nation is a nation of etiquette. Since ancient times, there have been many famous sayings, aphorisms, mottos or idioms about integrity. Who can tell me, what do you know?
2. The teacher summarized the students’ answers: Integrity means not deceiving others, and you must work hard to do what you promise others. As the saying goes: "Words must be deeded, and deeds must be resolute." The courseware "A Promise Thousands of Gold" shows: Integrity is a virtue. 3. The teacher asked: How can you be an honest person? The story about "The Boy Who Cried Wolf" shows that if you are not honest, you will be severely punished, even losing your life. Are you willing to be an honest person? Then, let integrity be with us in the years to come. Courseware presented: Let integrity be with us!
Three activities: "Send a star of integrity"
1. Teacher: Each student has a five-pointed star in his hand. It is named "Star of Integrity", which represents a lofty desire and true feeling deep in our hearts. Ask the students to give this integrity star to the person you think deserves it most, and explain the reason for the gift.
2. Play the music "Spring Wilds". In the soothing music, students can move freely and receive "Integrity Stars" as gifts. Teachers can timely highlight, exaggerate the atmosphere and create scenes according to the on-site situation.
3. Teacher: Please share this proud and happy feeling with your classmates who have won more integrity stars. Teachers inspire education in a timely manner based on the actual situation
4. Teacher summary: Students, don’t underestimate this star, it represents respect and trust. You have won pride and happiness for yourself with your honest words and deeds, won more friends and opportunities, and paved a road to success for yourself.
5. Courseware presentation: Integrity is happiness, and integrity is the catalyst for success.
6. Teacher: Some students may not have even one star. What does this mean? It means that you may have broken trust with others, and may have lost the trust of others in you. If you want to be an honest person, please raise your hand, and the teacher will give you a star of integrity. I hope you can keep your promise and be an honest person from today on. Classmates who received gifts talk about their feelings
Four connections with reality to guide practice
1. Teacher: In real life, we may have broken trust with our friends, classmates, and teachers due to various reasons. and loved ones. The teacher tells an example of breaking one's trust and asks the students to help with suggestions?
2. Teacher: It seems that when we break one's trust, we can and should make amends in time and use our sincerity to eliminate the doubts in others' hearts. distrust. Have you ever broken trust with your parents or teachers? Please speak up bravely
3. Teacher: The students who just spoke are very brave. They used their honesty to win themselves a chance to correct their mistakes. . Sometimes, we do not intentionally break trust with others, but it is caused by some objective reasons. Think about it, what are the reasons why we break trust with others? What should we do?
4. The teacher guides according to the students’ answers. Courseware provided: Make timely corrections, write them down, and let others remind you... 5 Today we know what integrity is and how to be an honest person. I think every one of our classmates wants to be an honest person. I I also believe that every student can become an honest person. Let integrity walk with us in the future of life! Let us high-five each other and work hard to fulfill our promises! Teachers and students, Students high-fived each other and made oaths
Teaching postscript:
1. Topic selection: This topic is based on the actual situation of the students in the class, combined with our school's scientific research topic "Experiential Education in Mental Health Education Activity Classes" Model Research", focusing on experience design and process, trying to organically integrate mental health education and moral education. 2. Feelings during the operation: 1. The teaching activities and content were basically completed according to the pre-teaching design program and the purpose was achieved. 2 The activity fully reflects the requirements of the mental health education activity class of "psychological experience". 3. In teaching activities, full attention is paid to mobilizing students' enthusiasm for participation, and the problem scenarios are well combined with the on-site time and space context. Timely attention is paid to inspiring students' thinking, guiding students' emotional experience and associations, and allowing students to feel from the depths of their hearts. , to think. 4. The teaching program can be adjusted appropriately, and more attention should be paid to rendering the atmosphere to touch the students' hearts. In teaching, it is not necessarily necessary to give students clear knowledge. What is more important is to allow students to have insights and experiences.
Attached story: "Life and Death"
1. Life and Death In the 4th century BC, a young man named Pius in Italy offended the cruel king and was sentenced to death. Hanging, he asked the filial son Pease for permission to go home and say goodbye to his old parents, but he never got the king's consent. At this time, his friend Damon was willing to temporarily serve the sentence for him, and said: "If Pease doesn't come back, I can serve the sentence for him." In this way, the king reluctantly agreed. When the time came for execution, Pease was nowhere to be seen. People laughed at Damon for being so stupid that he risked his life to guarantee friendship. Damon was taken to the gallows, and people waited quietly for the tragic scene. 2. Life and death depended on each other. Suddenly, at this critical moment, Pease's figure appeared in the distance. He was running in the heavy rain and shouted loudly: I'm back! I'm back! Then, he hugged with tears in his eyes. Saying goodbye to Damon. At this moment, the entire audience was stunned. Everyone was crying, cheering for this pair of life and death friends. The king was also moved and surprisingly pardoned Pease. He said: "From you, I see the virtue of integrity, and I am willing to devote everything to making friends like this."
How to interact with students of the opposite sex
Course Design< /p>
Psychological research shows that after middle school students enter adolescence, their physiology and psychology have changed, and their desire, liking and interaction with the opposite sex are inevitable for the sexual and psychological development of adolescent students. Normal interactions between middle school students of the opposite sex are conducive to students’ learning progress and personality development. However, if the interaction between male and female students is not handled properly, it will also affect and hinder their learning and physical and mental health. It will also cause misunderstandings, which will bring them some emotional distress. Therefore, through this psychological education class on interactions with opposite-sex classmates, students can establish a healthy concept of opposite-sex interactions, form a correct attitude towards opposite-sex interactions, and learn to interact with classmates in the correct way.