Reflections on mental health teaching: 7 articles.

Reflections on Mental Health Teaching

"Activity" and "experience" are the two core elements of psychological activity class. The primary

Reflections on mental health teaching: 7 articles.

Reflections on Mental Health Teaching

"Activity" and "experience" are the two core elements of psychological activity class. The primary purpose of mental health education is not to solve the problem of knowing and not knowing, but to create a certain psychological situation and carry out inspiring activities, thus causing cognitive conflicts within individuals, awakening students' subconscious psychological experience, and achieving the purpose of actually affecting mental health and improving psychological quality. For individual psychology, no matter how wonderful and vivid the lecture is, it can't replace personal feelings and direct experience. Even a little inspiration can leave a deep memory. Therefore, in this sense, psychological education is an education based on experiential learning.

There are many kinds of activities that can be used in psychological activity classes, such as games, short psychological plays, role-playing, scenario simulation, discussion and communication, behavior training, psychological tests, etc. The choice of activities must be based on the needs of the theme, and choose those activities that are both lively, interesting and inspiring.

During the introduction of the new lesson, the teacher designed a little game of "printing fingerprints", which allowed students to print their fingerprints on paper and observe how everyone's fingerprints were different, so that students could initially realize that everyone in the world was different. The second step is to design an "address finding" activity, record all your addresses and classify them according to family, school and society. Carry out "I praise me" activities in different categories, so that students can build up self-confidence and know themselves correctly. The third step is to design listening stories and let students make choices, so as to get a preliminary understanding of the basic principles of making friends. What is your greatest satisfaction? Let students try to learn self-affirmation, self-encouragement and self-confidence. Finally, I told the students about China and the Five Principles of Peace, and ended this lesson.

Mental health activity class advocates the principle of taking students as the main body. The whole process should make students think more, be moved more, participate more and feel more. I won't explain too much. Even when teaching students to master problem-solving methods and skills, students should be fully allowed to think, summarize and find ways. I only give tips when necessary, and finally help summarize, supplement and refine. This way of making students complacent is obviously much more meaningful and profound than giving answers directly.

Reflection on mental health teaching II

In a blink of an eye, the semester will be over. Based on last semester's teaching experience, I am more proficient in classroom control and more comfortable in understanding and managing students, which is very helpful for my psychology teaching. Reflecting on this semester's teaching, there are progress and gains, but there are still shortcomings.

With the completion and use of the school's heart space, the psychological activity room provides a good place for carrying out psychological activity classes. Therefore, in the teaching process of this semester, students really experienced happiness, sentiment and growth in games and activities. In my teaching, according to the needs of each theme, I will set up corresponding game experience links to stimulate students' enthusiasm to participate in the classroom and let them learn in music.

Multimedia equipment makes psychology class more exciting. In this semester, I made full use of the multimedia equipment in the psychological activity room and classroom, which brought convenience and added luster to the teaching of psychological classroom. Music, video, vivid and lovely courseware design are fully applied to psychology classroom.

The theme that meets the needs of students' development has aroused students' extensive interest. Adolescent mental health education, I make full use of network resources to find cartoon videos with strong knowledge and vividness, so that students can understand the physiological and psychological changes of adolescence in a relaxed and casual atmosphere; Advantages and disadvantages of the network, I try to let students be teachers once, first search information in groups, and then let each group take the stage to be primary school teachers in class once, and show the information collected by themselves to students in different ways. This change of role greatly mobilized the enthusiasm of students. In the teaching of different topics, I make full use of students' dominant position, respect students' individuality, stimulate students to think deeply and speak enthusiastically, pay attention to cultivating students' awareness of respect, equality and care, and set an example in class.

This semester, combined with the students' reality, I have determined the themes of adolescent mental health education, advantages and disadvantages of the network, empathy, learning to refuse, and looking at problems from multiple angles, all of which can achieve the expected teaching effect and successfully achieve the teaching objectives. However, there are still some shortcomings in this semester's work.

As a school-based course, mental health course focuses on students' experience and understanding in daily teaching and their conscious application in life without specific evaluation methods. This semester, this course combined with the sunshine growth manual, formulated the corresponding requirements. However, these requirements were formulated only at the end of the term and did not play their due guiding role.

In order to make mental health education more standardized, we should make the daily classroom behavior norms and progress requirements into fixed, specific and targeted evaluation standards, which I believe will make the psychological classroom more standardized and more operable.

Reflection on Mental Health Teaching (Ⅲ)

Through the reflection on the teaching of this subject, I have the following understanding of the teaching of mental health education:

(A) a correct understanding of the task of mental health education, and guide the healthy growth of students.

The goal of mental health education is to improve students' psychological quality and promote the healthy development of students' personality. The realization of this goal is inseparable from teachers. Teachers' understanding of mental health education directly affects the effectiveness of education and teaching and the development of students' psychological quality. Therefore, as the leader of students' minds, mental health teachers should interpret the nature, tasks and teaching objectives of mental health courses and seriously grasp the guiding ideology of this course. It is our duty to focus on students' life practice, improve their psychological quality, help them correctly understand and deal with psychological problems encountered in their growth, study and life, and promote their all-round and harmonious development of body and mind.

Therefore, it should be the mission of mental health education teachers to discuss the specific operation methods of mental health education with * * *. It is possible to give full play to the practical role of mental health classes and really guide students to grow up healthily.

(2) Teaching should reflect humanistic care, thus edifying people's minds.

Students' healthy body and mind is the guarantee of their healthy growth. In teaching, we should respect students' personality and establish a harmonious, equal, democratic and respectful relationship between teachers and students. Therefore, the teaching requirements and evaluation methods of mental health courses should be different from other courses.

First of all, in the process of classroom teaching, we should design more discussion questions among students and reduce the time on the platform. Psychologists believe that the spatial distance is directly proportional to the psychological distance, so the closer a teacher is to the students, the closer his psychological distance will be, which requires the teacher to walk among the students and talk with them to shorten the distance between teachers and students psychologically. The education of "be close to your teacher and trust your methods" is meaningful.

Secondly, smile more and appreciate more. Many students lack self-confidence and dare not speak in class. Therefore, imparting knowledge is not an end in fact. The real purpose of mental health class is to cultivate students' happy, healthy and positive attitude towards life. If you keep a straight face, it's equivalent to "talking like a bull." If you are kind, tolerant and considerate, you may not see the effect in a short time, but over time, students will change. But it is worth noting that our appreciation should be measured. Appreciate students' appreciation, understand students as a whole, and use appreciation in a targeted way to stimulate students' bright spots.

Third, we should publicize students' personalities. In teaching, we should cultivate students' critical and creative thinking, so that students can be skeptical, divergent, innovative and even absurd.

You can do anything, so you must create a relaxed classroom teaching space for students and let them have the confidence to think. As a teacher, we should not only have teaching consciousness, but also have curriculum consciousness, what to teach and how to teach. To mold a student's personality, we should cultivate his specialty in any aspect, give them psychological support and help children realize that everyone can become a talent as long as they work hard and have perseverance.

In short, the goal of mental health course is not to impart psychological knowledge, but to solve the contradictions and conflicts in students' psychological development through a series of mental health education activities, so that students can learn to know and develop themselves in their daily life and growth, learn to learn to learn and get along with others, and improve their psychological quality. Compared with traditional subjects, it is quite different in the design of educational content, teaching activities, teaching principles, teaching methods and learning methods, and pays more attention to students' experience and practice than what they have learned.

Reflections on Mental Health Teaching (IV)

Activity objectives:

1. Let children experience and have fun together through activities.

2. Guide children to get along well with their peers and cultivate their gregarious and playful character.

Activity preparation:

Courseware, tapes, tape recorders. Big building blocks, all kinds of toys.

Activity flow:

(a) the beginning part

Children, do you like small animals? Which small animals do you like? Today, let's learn how to walk with small animals, shall we? (Rabbit, Duckling, Tortoise, Kitten) Are you happy that we just learned how to walk so many small animals? Do you like coming to school, children? Do you have fun in the garden every day? Little buddy, a little buddy named Niu Niu also participated. Shall we watch Niu Niu playing in the garden together?

(2) Basic part

1, show the courseware to the children.

Figure 1. Niu Niu is playing alone. What do you think she is doing? Who is she playing with? Do you think Niuniu is having fun alone? How do you like to play?

Figure 2. Let's see what happened again. What happened to Niu Niu? Why is she angry? Encourage young children to find ways: you can discuss with your friends what can you do to make Niu Niu unhappy? The way children think is really good. Let's see how Niu Niu's friends do it.

Figure 3. Many children came to coax her (sorry, we didn't mean to, don't be angry). Seeing the children's friendly attitude, Niu Niu forgave them and stopped being angry.

Figure 4. The children hold Niu Niu's hand and say, "Niu Niu, come and play with us." Figure 5. Niu Niu has a good time with everyone!

Step 2 ask questions:

(1) Children, do you think Niu Niu is playing alone or with children?

(2) Do you prefer to play alone or with others? When playing with children, I accidentally bumped into others or broke the building blocks that others had just built. What should you do? Say to others: I'm sorry, let others forgive you, like you and become good friends.

3. Teacher's summary: I just saw Niu Niu playing unhappy alone, and being with everyone is the happiest and boring. The teacher has prepared many toys for the children, and the children should play with everyone to see if they are happy.

The teacher summed up the game. Everyone is happy to play with toys. Everyone became good friends. Let's play a game called "Finding Friends"!

(3) Conclusion:

Children, we all had a good time just now. Now let's listen to music and play the game of "finding friends". It's over.

Teaching reflection

Anger is an emotional reaction when people encounter dissatisfaction, disappointment or unreasonable reality. Generally speaking, anger should be a normal emotional response, but if children often get angry when something happens and regard anger as a sustained and lasting response to the outside world, it is abnormal behavior. Children who often get angry and lose their temper are generally narrow-minded and self-centered. Therefore, I designed the activity "I am happy, I am happy". Through multimedia, conversation, games and other activities, I taught children to face life with a smile and cultivated their self-control ability. After this class, many children learned to find ways to solve problems and stop getting along with children willfully. My goal was achieved.

Reflection on Mental Health Teaching (V)

I respect Confucius's "three provinces a day". The accumulation of a person's virtue is inseparable from reflection, and the promotion of teaching is also inseparable from reflection. Next, I will reflect on the teaching of mental health education activity class, in order to foster strengths and avoid weaknesses and achieve better teaching results.

First, this semester, I used two classes to do activities to adapt to the environment. The first time is to cultivate students' adaptation to learning, and the second time is to discuss the adaptation to school environment and interpersonal relationships.

1, the reason why I set up a single subject to adapt to learning is because junior high school learning is very different from primary school. For example, students suggest that there are many subjects, more class hours, more notes, more homework, more reciting, more dictation and more learning difficulties in middle school, so students should have self-awareness and pay attention to cultivating problem-solving ability. I let the students listen to their own solutions first, which reflects the role of peer assistance. Then the teacher pointed out that a major change in junior high school is to improve the autonomy and consciousness of learning. Teachers and students listed several links that need to adapt to learning, and everyone found their own problems and corrected them.

2. In another adaptation class, I designed the course according to the actual situation of the school. For example, students put forward the problem that the playground is small, the food is not delicious, especially the toilet is not satisfactory. I once said a point, "Change what you can change and adapt to what you can't change". If you can't change and adapt, you will only increase your bad mood and physical and mental harm.

In view of the problem of smoking and swearing by senior three students raised by my classmates, I put forward and analyzed the view that "adaptation is not equal to identification" in order to promote students' thinking, choice and adaptation.

Some students have a misunderstanding that knowing many senior students in a short time is a sign of good communication skills. I put forward different reference opinions, suggesting that students should "wait and see" when they don't know senior students, and then make selective contact after a long period of observation and understanding, so as not to let dissatisfied students be adversely affected by them.

Second, September 10 is Teacher's Day. I held "Teacher's Day and Thanksgiving" activities in some classes, and asked the students to talk about their feelings and thoughts. Most students remember the teachers in the upper grades of primary schools, but they often ignore the teachers in the lower grades and their first teachers, and often have a bad impression on the teachers who criticize them. In view of this situation, let me lead you to discuss what kind of teacher is a good teacher, and whether a teacher who criticizes himself and is strict with himself is a good teacher. It plays a very good role for students to understand the different education and teaching methods of middle school teachers (this article comes from)

Thirdly, to cultivate students' good habits, I strictly manage the requirements from the details, such as the standing ceremony after class, so that students can be quiet and peaceful, and those who stand up irregularly and listlessly will have to start again, so that each class can have a good start.

Fourth, problems that cannot be solved in class should be solved in time after class. Once I stood up in class and found a girl standing up slowly and absent-minded, so I nodded at her. Unexpectedly, after sitting down, she began to slam the book and burst into tears. I think she overreacted a little, sank and ignored it. I chatted with her immediately after class, only to know that she was in conflict with a boy in class and was very annoyed. I solved it in time, and the students' psychology was much easier.

5. I always set up a teaching evaluation form for each class and fill it out after each class, including theme, game activities, speech sharing and so on. It has certain reference function for understanding the classroom situation and further targeted teaching.

In teaching, I have some new reforms and new measures every semester, and I am constantly improving, so I need to continue to work hard.

Reflection on Mental Health Teaching (VI)

First, the teaching objectives:

1. Let students know how to keep a happy mood when dealing with others, which is good for their health and will also bring you a happy mood and a harmonious atmosphere.

3. Encourage students to express their happiness in different forms such as language, phonology and painting.

Second, the activity preparation:

Learn to smile with the music flash prose poem.

Pictures: Snails, smile cards, photos, students' paintings, music CDs.

Third, the activity process:

(1) It is a pleasure to appreciate the prose poem Learn to Smile, and guide students to understand the content of the work and know how to deal with people.

Ask questions:

Students, after enjoying the prose poem Learn to Smile, what do you think a smile is? (Keywords: mentality, temperament, literacy, health)

Review the happy or unhappy things in students' daily life. (Students say and discuss)

3. Discussion: Why learn to smile and share?

(2) Organize discussion: realize that maintaining a happy mood is beneficial to physical and mental health.

What would you think if you mainly helped others or others offered to help you? (discussing, speaking, waiting for comments)

What else will you do for your friends to make them happy? Share your happiness or even unhappiness, share your friends' happiness or unhappiness, and discuss and communicate from multiple angles.

[13] What particularly happy things have you encountered in your life?

(3) Guide students to express their happy mood in various forms such as music, painting and dancing.

1. Show students' paintings, listen to music and dance and experience happiness on weekdays.

Talk to each other and share "happiness" with everyone.

3. Record your happy event on the "smile card" and experience it in time.

Look at the wall chart: help each other.

1. Please see, when these little students encounter something unsatisfactory, the students try their best to help them, convince them and make them happy.

I was very unhappy after being criticized by the teacher.

The duckling wanted to swim before finishing his homework, but his mother disagreed and began to cry.

(3) I met a problem that I can't do.

2. Help classmates solve things that are not satisfactory, make them happy and get happiness from themselves.

Which classmate also has some dissatisfaction, which one can help you solve it together?

3. Students have many methods. Who can tell us how you overcame difficulties and disappointments and finally got a happy experience?

4. Tip:

A How did you persist in your efforts and finally learn a skill? (such as washing clothes, cooking, swimming and so on. )

How did you overcome the difficulties in your study?

(5) class summary:

Only now, even if these students encounter difficulties or unsatisfactory things, they can overcome them with a positive attitude, face them with a happy mood, do well, and get happiness in success through their own efforts. This kind of happiness is the real happiness, which will make you happy. I hope that students will always treat life and study with happy emotions and make life and study full of laughter.

Mtv Singing: Singing and laughing. (Solo: Teacher, Chorus: All Students)

Teaching reflection: This teaching plan is one of the mental health courses and is suitable for students of all grades. Through the teaching of this course, students can know how to keep a happy mood when interacting with others, which is beneficial to their health and brings a happy mood and a harmonious atmosphere to everyone. It can teach students to keep a happy mood and the courage to face life with a smile anytime and anywhere, and deeply understand the benefits that smiling and sharing bring to themselves and others. Learn to Smile, a shining prose poem, has profound artistic conception, soothing and moving music, and beautiful picture slides, which brings students all-round stimulation in sound, vision and hearing, and can make students actively engage in learning and improve their learning interest and learning effect. The display of pictures and the discussion and communication with life make the theme of this class deeper and make students' understanding of the theme of this class rise from perceptual knowledge to rational level. The final mtv chorus makes the classroom atmosphere harmonious and the teaching theme sublimated.

Reflection on Mental Health Teaching Chapter VII

As a young teacher, I have been exploring, summarizing, thinking and adjusting in my own teaching process. For this semester's teaching work, my thoughts and practices are:

L, grasp the students' psychology, and promote learning with interest.

From a psychological point of view, students will be more willing to accept the same content in a way that students are interested in. In the face of students who have never really come into contact with psychological knowledge, I have created a lot of room for students to play. Before each mental health class, I will arrange for a student to complete a three-minute speech. The content of the speech is rich and colorful, which can lead the students to play a relaxed game, and can also tell you a story, a favorite movie, a favorite star, a star and so on.

In this activity, it can be said that my students and I are communicating with each other and making progress. I sublimated the content of the students' speech. The students let me know world celebrities and many sports stars. The joy of inviting me to play games still reminds me.

2. Adhere to the core principles and gather together.

The focus of mental health education is the experience in activities, and activities should never be for the sake of activities. Activities should have a theme and a core. Mental health education should also adhere to a core, and around this core, focus on cultivating students' most basic psychological quality, so that they can learn and experience the core ideas that are valuable for their lifelong development.

For this ability, I have been trying to improve myself. Activities require a lot of teachers' ability and are not easily distracted. For example, in the communication class, in my activity design, students were required to carry a piece of paper on their backs and look for classmates to cooperate everywhere. Later, considering the poor ability of students to adjust their emotions, it is very easy to form confusion. So, I redesigned the game link, changed the classroom activities to pass paper to change seats, effectively avoided chaos, and thus achieved the purpose of being reasonable and active.

3, adhere to classroom discipline, manage this and that.

Mental health education class should create corresponding atmosphere according to needs, but it cannot be without principles and standards, and must be based on students' observing classroom discipline. As far as the students I teach are concerned, they are not self-disciplined, do not know how to respect others, and do not know how to actively abide by discipline and rules. The most common phenomenon in class is "ignoring listening": either speaking too casually, only talking loudly and not listening to other people's voices; Any seal

Shut up and laugh at the students who tell the truth. These bad two-way interactions make the classroom lack of warm atmosphere, which soon leads to chaos. In the end, students dare not reveal their true feelings, and the communication of true feelings cannot be formed in class. I also had to stop to maintain discipline, and my enthusiasm was also hit. Well-designed classrooms may be lacking. Therefore, it is very necessary to educate students to observe discipline, rules and respect others, which is the basic premise of creating a relaxed and happy atmosphere and also a kind of mental health education.

4. Listen to other people's stories and guide them according to the situation.

The success of mental health education course depends largely on students' psychological experience and perception. Students always care about others' performance on the same issue and like to listen to others' "stories".

(1) Spiritual sentiment: I will tell my classmates a "story" of my peers on every topic. Try to make students understand that others have these problems and it is normal for them to have them, and believe that these problems can be solved, so as to learn and master the methods. In fact, while listening, students are also examining themselves.

(2) Self-opening: If psychological teachers can conduct self-analysis and self-opening in good faith when appropriate and necessary, students will also reduce their self-defense psychology, truly express themselves and explore themselves safely. Sometimes students even take the initiative to ask, "What about you, teacher? What were you like before? Tell us about it! " However, as a psychological teacher, his most important role is always the organizer and guide of the class. Self-opening should have certain principles and limits, otherwise the role will be chaotic and the loss will outweigh the gain.

(3) Role-playing: The original intention of psychological drama creation is to let role-players experience situational conflicts, vent themselves in conflicts, discover themselves and change themselves. So sometimes I let students improvise without prior preparation. For example, when I talk about "regulating emotions", I give students a problem scene to face and solve with what they have learned today. It greatly improves students' subjective participation and gives them the opportunity to exert their creativity and imagination and solve problems in time by using what they have learned in class, so as to constantly adjust themselves and grow.

5. Expand and extend the classroom, "inside and outside"

In the eyes of students, the role of "psychological teacher" is strange and fresh. Students' understanding of this role will greatly affect the development of mental health education and directly affect the effect of mental health education. Therefore, psychological teachers' own mental health, personality charm and professionalism are very important.

At present, students' learning is mainly "imitation" and they need to learn from examples. If they are told to "adjust their emotions reasonably" and lose their temper easily, students will think, "Teachers can't do it themselves.

What's the use of studying? Therefore, whether in or out of the classroom, I try to be cheerful and give students understanding and respect.