Courseware for mental health education (5 pieces)

The design and application of # Courseware # Introduction Courseware must be combined with the objective conditions of teaching content and other aspects, and specific problems should be treated specifically. If you do it properly, you will get unexpected good results. On the contrary, it will be counterproductive. If boring courseware will inevitably make students lose interest in learning, then a well-designed courseware can closely link students' activity psychology, activate their thinking, enhance their interest in learning, and thus greatly improve their enthusiasm. The following is a mental health education courseware, which has not been sorted out and shared. Welcome to read and learn from it.

1. Mental health education courseware

Teaching purpose:

Grasp the psychological characteristics of middle school students, help students understand how to correctly handle the important interpersonal problem of making friends, understand the significance and importance of making friends, and clarify the principles and attitudes of making friends.

Teaching process:

First, import

Cang Tianshuo, a young singer in our country, once sang a song called Friends. There are two lyrics like this: friend, if you are enjoying happiness, please leave me; Friend, if you are facing pain, please tell me. Sincere and simple songs give us a deep understanding of our real friends. In today's class meeting, let's discuss how middle school students make friends, which is an important interpersonal problem.

Second, the psychological needs of teenagers to make friends

1. Student discussion: Why do teenagers want young friends so much?

School life has become more and more important, and friends have become an important relationship between students.

B, eager for independence, hope to have more opportunities to express their views, friends are the audience.

C, it is difficult to communicate with parents, and it is easy to have * * * emotions between peers.

2. Teacher's summary:

The center of teenagers' social life has shifted from family to school, which is an independent performance. Teenagers need to know themselves, affirm themselves, hope to have more opportunities to express their views and ideas, and hope that someone will listen. And this kind of demand can be met less from parents, so they can only find young friends who have more languages with themselves.

Third, the influence of friends of the same age

Students discuss in groups, and each group expresses at least one representative point of view. After each group of views is put forward, those who disagree can ask for discussion and debate.

1, friends can help you improve your understanding of yourself.

2. Friends can help you affirm your own value.

Getting along with friends can also help you get emotional relief.

4. Learning to deal with interpersonal relationships is a process for teenagers to learn to adapt to society.

Fourth, the principle of making friends with teenagers.

1, everyone has different temperament and hobbies, but true friends should be able to help each other and treat each other sincerely. This is the first principle of making friends (discussion).

2. If you make friends for utilitarian purposes and some practical benefits, this relationship will not last long.

5. Make friends with a choice.

1. Cherish friendship and learn to be tolerant and strict with yourself when getting along with friends. No one is perfect, and gold is not enough. Everyone will have such shortcomings and shortcomings. Try your best to help each other correct, and don't laugh at or despise your friends' shortcomings and mistakes.

When you find that you have made a bad friend, if you can't change them, but are influenced by them in your communication, you should show determination and courage and resolutely leave them.

6. Confucius said: "Friends are straightforward, friends forgive, and friends learn more, which is beneficial." May every young friend find true friendship, encourage each other, care for each other and make progress together.

2. Mental health education courseware

Activity objectives:

1, through games, stories and other forms, guide children to understand the meaning of cooperation and stimulate their sense of cooperation.

2. In the activity, learn to cooperate with others in a friendly way, initially master the skills of cooperation and experience the happiness of cooperation.

3. Cultivate children's language expression ability and problem-solving ability.

Activity preparation:

Courseware "Monkey and Deer", video tape, several balls, baskets, boxes and strips of cloth.

Activity flow:

1. Game: Floormen: Please use your brains and think about how to transport the ball to the box over there without hands or feet. We can discuss it with each other and see if there is any good way. Show me the ball and let's try it in the way you want. (Children's exploration attempt) Which one of you succeeded? Tell me what method you used.

Second, watch the courseware to understand the meaning of cooperation and stimulate children's sense of cooperation. Teacher: I am so happy today. The teacher brought two little guests for the children. Do you want to see them? Play the courseware and ask questions:

(1) Guess who can succeed, kid? Why?

(2) Did they succeed? Why is it useless? What do you think they will think when they encounter such difficulties? How can I pick peaches? Use your clever little brain and help them think of a good way. We can all discuss with each other, so there are more ways.

(3) What was the result? Did they succeed? Why didn't they pick peaches at first, but finally they succeeded? What do you want to say to them now? Summary: Lao Xiong is right. In fact, we all have our own advantages and strengths, but only by cooperating with each other and uniting can we succeed, right? It seems that the power of cooperation is really great, so what are the things in our daily life that need our cooperation to complete?

Third, watch videos, learn to cooperate with others, master the skills of cooperation initially, and experience the happiness of cooperation.

Teacher: (1) What are they doing? Can you do it alone?

(2) Why did they quarrel? Can quarrelling solve the problem? What do you think should be done? What would you say next if it were you?

(3) How do you think two people should cooperate if they want to walk fast and well? Summary: If two people want to walk fast and well, they must cooperate with each other, consult each other and keep pace.

Activity expansion:

Game: The game of two people and three feet is really fun. Let's have a try, shall we? First, find your good friends and discuss with each other. How should we cooperate? Have you decided? Come and join hands with your good friends. Let's go out and have a try!

3. Mental health education courseware

Design concept:

Psychologist William. James said, "The deepest desire of human nature is to be appreciated by others." Maslow's hierarchy of needs theory also points out that being respected and recognized is the advanced demand of human beings. The satisfaction of this demand is conducive to cultivating self-confidence, enhancing personal sense of accomplishment and improving the happiness of life. Therefore, I designed this class to discuss with students how to appreciate myself and others and apply appreciation to life.

Teaching objectives:

1, cognitive goal: understanding the importance of appreciation; A brief understanding of "Johann Window Theory".

2, attitude and emotional goals:

(1) Learn to discover your strengths, know yourself and accept yourself;

(2) Learn to discover the advantages of others and enhance interpersonal communication; At the same time, I also felt the pleasure of being appreciated by others and established my self-confidence.

(3) Inspired by "Johann's Window Theory", tap their own potential and enhance their courage to overcome difficulties and setbacks.

3, ability goal:

(1) Learn to express appreciation correctly and improve your language skills.

(2) Learn to use appreciation in life.

Emphasis and difficulty: learn how to positively evaluate yourself or others and correctly express appreciation.

Teaching methods: activities, discussions and experiential teaching are combined.

Preparation before class: advantage reference table, music and beads.

Teaching process:

First, import the theme:

Second, the counseling process:

Activity 1: Self-appreciation

(1) Give each student an "advantage reference table".

(2) Refer to the "Advantage Reference Table" to find out your own advantages.

(3) The advantages of different categories are represented by different beads.

(4) Take turns to talk about your own advantages with beads. Other students applauded to show acceptance and affirmation.

(5) Share feelings

Activity 2: Mutual Appreciation

(1) Discuss with students how to appreciate others.

(2) Ask a classmate to sit in the center of the group, and sit in a circle of 6 people. Each student lists the advantages of middle school students and represents them with different beads.

(3) Count your own advantages and discuss the feelings of exchange activities.

Introduce "Joe-Han window theory" into activity perception, guide students to discover their own potential, and let them realize that everyone has unlimited potential, which will be stimulated in due course. Therefore, when encountering difficulties, setbacks or new tasks, don't give up easily, but be good at tapping their unknown advantages, stimulating their potential and overcoming them.

Activity 3: String the beads symbolizing advantages and name them "advantage chain". Always pay attention to these advantages.

Play relaxing music, and the students string beads symbolizing their advantages. Let these advantages shine on you.

Activity 4: Practice the application of appreciation in life.

Third, share feelings:

The students share the insights brought by this class and the inspiration for future life.

Fourth, after-school outreach activities:

Continue to enrich our "advantage chain".

4. Mental health education courseware

Teaching objectives:

1, let students think what others think and worry about what others are anxious about.

2. Let students learn to put themselves in others' shoes.

Teaching method: theme education

Emphasis and difficulty in teaching: let students think what others think and be anxious about what others are anxious about.

Teaching methods: pictures and courseware.

Teaching process:

I. Observation Island

Show pictures

What do you think of when you see what happened to the puppy and kitten in the picture?

Second, the activity camp

Activity 1: Clever hand tearing paper

Everyone prepares a piece of paper and plays the game of tearing paper as required. After the game, open your papers and have a look at each other. Is everyone in the same shape after tearing? Why is the same piece of paper, the same rules of the game, but the results are different?

Tearing paper steps:

1. Fold the paper in half.

2. Fold in half again.

3. After folding in half, tear off a small triangle in the upper left corner.

Fold the paper in your hand in half again, and then tear off a small fan in the upper left corner.

Activity 2: One person is divided into two corners.

Please come on stage and perform different roles in the scene. Prepare two chairs. When you sit in chair A, play yourself. When you are sitting in chair B, play Tong Tong and design the dialogue by yourself.

How does it feel to play different roles?

Third, sharing a house.

Do I want others to accuse me when I do something wrong? I don't want it! I want to be forgiven!

When I encounter setbacks, do I want others to satirize me? I don't want it! I want to be understood and helped!

When I am unhappy, do I want others to ignore me? I don't want it! I want to be cared for and comforted!

Fourth, expand the park.

Think about a recent contradiction or conflict with family members, teachers or classmates.

Let me be you for once

Conflict events: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

At that time, I thought: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

At that time, his thoughts were: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Now my thoughts are: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

If we could put ourselves in the other's shoes at that time, the result would be: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

5. Mental health education courseware

Teaching objectives:

Understand the essential harm of puppy love and how to deal with it correctly.

Teaching process:

Activity 1: Students give examples of "puppy love" and tell how they feel about the opposite sex. "Puppy love" is simple, naive and irrational. Puppy lovers don't know the responsibility, and objectively evaluate the personality quality of the person they love through the veil of love, not knowing that love should be attached. The sky beyond love is still vast and beautiful.

Activity 2: discussing puppy love is extremely harmful.

1, puppy love seriously affects normal learning.

2. Puppy love increases the mental burden of parents and affects the harmony of family relations.

3. It will narrow the social scope of teenagers, because love is exclusive and focused.

Young people's psychological development is very immature. Coupled with external pressure, puppy love is mostly unsuccessful, and failure has brought serious trauma to both sides. If it is not handled well, it will have a negative effect on future marriage and love, and even some boys and girls will have suicidal tendencies or never marry.

Activity 3: Discuss how to treat puppy love correctly.

1. When you receive a courtship letter from the opposite sex, you should refuse it but have a strategy. Don't insult and sarcasm, hurt each other's self-esteem, and don't make public. If you can handle it yourself, you can handle it yourself. If you can't handle it yourself, leave it to teachers and parents. You should forgive each other's reckless behavior and don't have to refuse to associate with any opposite sex.

2. If it is puppy love, you should tell yourself rationally, let the childlike innocence stay in your heart again, cherish the good feelings of the opposite sex in your heart, let the friendship last forever, and at the same time strengthen the normal communication between men and women and expand your interest.

Activity 4:

Thinking:

1, what is friendship?

2. What is love?

3. How to correctly distinguish the difference between the two and the general process from friendship to puppy love?

Activity 5:

On the basis of thinking, we can strengthen friendship and put an end to puppy love.