Mental health education lesson plan

As a selfless teacher of the people, you usually need to prepare a lesson plan, which is the general organizational program and action plan for teaching activities. So what issues should we pay attention to when writing lesson plans? Below is a mental health education lesson plan that I have compiled for you. You are welcome to share it. Mental Health Education Lesson Plan 1

Teaching objectives:

1. Recognize that the significance of exams is to help you find and fill in gaps, position yourself reasonably, adjust review plans in a timely manner, and learn to view exams dialectically and objectively .

2. Through classmates’ experience sharing and teacher inspiration, learn to conduct post-exam analysis, thereby realizing that success requires solid study and practical reflection.

Activity time:

45 minutes

Activity venue:

Indoor

Activity process:

1. Cause motivation

1. Play the video of "China's Got Talent": a 6-year-old girl singing "Uneasy".

2. Share your feelings

Speak freely: How do you feel after reading it?

Teacher’s comment: In fact, when we are in high school, we often perform such a scene, standing on the stage again and again, anxiously waiting for the results, only to be rejected abruptly, but even so, we still Continue next time with confidence and a smile. When does this kind of anxiety often appear? Of course it's the exam. Purpose: Through role play, students learn to view the exam dialectically and objectively

2. Role play (you, me and him after the exam)

1. The teacher distributes the campus short drama "After the Exam" to the students For the information card of "Hundred States", students are asked to role-play (Attachment 1).

2. Teacher’s comment: After watching the three short plays, what do the students think? After every exam, some students are like hedgehogs, some students are indifferent, and some students are tired. No matter what kind of mentality, moderate relaxation and appropriate venting are very necessary, such as exercising, crying, listening to music, etc., but pay attention to choosing the right place and the right object to vent your emotions. After the exam, some students are always happy and some are sad. How are the students feeling? Let's enjoy it together.

Divide into groups and draw a picture of your mood after taking the mock exam, using the facial expressions you think of to express them.

3. Group sharing (walking through the anxiety)

1. Clever interpretation of strange dreams - looking at the exam from a different angle

(1) Continuation of the story. Let the students listen to the first half of the story first:

In ancient times, there was a king who dreamed that the mountains fell, the water dried up, and the flowers withered, so he asked the queen to interpret his dream. The queen said: "It's a bad thing. When the mountains fall, it means that the country will collapse; when the water dries up, it means that the people are alienated. The king is the boat, and the people are the water. When the water dries up, the boat can no longer move; when the flowers wither, it means that the good times will not last long." "The king broke out in a cold sweat and became sick from then on, which became more and more serious. Later, a minister visited the king and gave another explanation. The king felt relieved and recovered quickly. How did the minister explain it to the king?

(1) Use your imagination in the group to continue the story, and then share it with the whole class.

(2) Projection presents the second half of the story:

A minister wanted to see the king, and the king expressed his concerns on the sick bed. Unexpectedly, the minister laughed and said : "Great, the mountains have fallen, which means the world will be peaceful from now on; the water has dried up, which means the real dragon appears. King, you are the real dragon and the emperor; the flowers have withered, and the fruits will be seen after the flowers wither!"

（3 ) Teacher’s comment: It seems that thoughts determine a person’s mentality to a large extent. Changing the perspective sometimes makes us feel suddenly enlightened.

2. Sentence practice

(1) Show the training question: "Although...but..." (Example: Although the test score is also very low this time, I still have a lot of Big room for improvement)

(2) Communication within the group.

(3) Teacher comments: The purpose of this sentence exercise is to enable us to look at the results dialectically and objectively. The main role of the exam is to help everyone discover and solve problems. Regular examinations are helpful for everyone to check for gaps and make reasonable positions in their knowledge.

3. Heartache is not as good as heartbeat

(1) Watch the video clip of the movie "Three Idiots in Bollywood".

Rancho questioned the school’s education method. The principal angrily dragged him to the classroom and asked him to attend class. Rancho had no choice but to pick up the book and write two words on the blackboard, asking everyone to attend the class at 30 Define these two terms in seconds and see who is the fastest and who is the slowest. I saw that all the students, including the principal, were in a hurry, eager to find these two words in the books. 30 seconds passed and no one found the answer. Rancho raised a thought-provoking question: "Please step back in your life for a minute. When the question was raised, were you interested in the question itself? No, you were all caught up in the competition. Even if you won the first place, this way What's the use? Will your knowledge increase? No, only pressure will increase!" Then, Rancho pointed out: "School is not a pressure cooker."

Share with the whole class: Look. How did you feel after finishing this video?

(3) Teacher comments: In every exam, what everyone pays most attention to is the score and ranking, but not the knowledge points, question settings, answering methods, etc. In fact, if you only focus on grades and rankings after the exam, the students will only be under more pressure. The more important thing about the mock exam is reflection and summary. Next, please listen to the summary of a mock test given by the previous senior sister (PPT display attachment 2).

(4) Group discussion: Which experience do you think the senior sister shared is better and why? What can be improved and why? What aspects do students think effective post-exam analysis includes?

(5) Share with the whole class, and the teacher will comment randomly.

4. Effective post-test analysis

(1) The teacher displays the content of the post-test analysis.

Examination content analysis (correspondence between content and knowledge points, analysis of question ideas, analysis of reasons for incorrect questions, and finding different variations of typical questions);

Answering methods (normative , answering skills, time management);

Examination status (pre-exam preparation, physical and mental state);

Performance analysis (changes in strong and weak subjects, changes in comprehensive performance);

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Action plan (adjust goals and formulate specific and feasible learning plans based on the current situation).

(2) I also started writing. Ask students to choose a certain subject for post-exam analysis and present it in written text. (The fifth point can be done after class). After ten minutes, ask students to share.

Teacher comments: Everyone should pay attention to positive analysis when analyzing, such as positive test attribution, analysis of problem ideas, summarizing learning methods of advantageous subjects, etc. By strengthening positive thinking, everyone can improve their self-confidence. Heart.

5. Teacher’s Comments

Teacher’s summary: After appreciating "Uneasiness", you and I were performed, facial makeup was painted, the mood was changed, and the exam was reflected. Now, can you calm down? treat exams appropriately? Victory and defeat are commonplace in military affairs. What is important is how to accumulate experience and become a self-reflective person. In this way, we can be like the little girl singing "Uneasy" in the video, even if we lose, we can wipe away our tears and welcome the future with a smile!

6. Self-reflection

Finally, teachers should encourage and appreciate students’ cooperative performance. Mental Health Education Lesson Plan 2

Design Intention

Emotion management is an indispensable part of mental health. In daily life, everyone will be troubled by some negative emotions, such as anger, sadness, fear, etc. Because of their young age, children often cannot express their emotions correctly to adults, nor can they resolve themselves well. When children are in an emotional state like fear, we often simply tell them to "be brave", but pay little attention to why children are afraid and what to do when they are afraid so that they can "not be afraid".

This activity uses the bear in the picture book "I'm So Scared" to tell children: everyone will have the emotion of fear, don't worry, don't feel embarrassed; encourage children to discuss how to keep themselves away from fear, so as to Help them learn to resolve this emotion and build self-confidence.

Throughout the activity, I asked the children to talk about their feelings of fear based on their own experiences, and to find ways to stop themselves from being afraid, and finally experience the success and happiness of "I am not afraid".

Activity goals

1. Everyone knows that the feeling of fear is felt by everyone.

2. Be able to find ways to eliminate fear and learn to overcome fear.

Activity preparation

1. Picture book "I'm So Scared".

2. Scenarios: Let children and parents collaborate in advance to record the things or scenes they are most afraid of.

Activity process

1. Little Bear’s fear

Look who’s coming? What's the expression on the little bear's face? How scared is it? Guess who the bear might have met? What could have happened? (Guess.)

Activity record: The little bear is here. It's scared. The little bear may have encountered a monster; it may have encountered a big bad wolf; a big tiger wants to eat it...

Reveal the answer: What did it encounter?

Activity Record: It’s a big wolfdog. It was barking.

Question: When is this? Listen, what is this sound? How do you feel when you hear this sound?

Activity Record: It’s dark. It's the sound of the wind. Very cold and very scared.

Summary: Yes, the little bear will be scared when encountering a vicious dog; when it is dark and alone at home, the little bear will also be very scared.

2. My fear

Some babies have drawn their fears. Let’s take a look. If you have a scary scene or animal you drew, bring it over and talk about it with a friend next to you. (Children’s discussion.)

What are you afraid of? Why are you afraid? How do you feel when you are scared?

Activity Record: I am afraid of the big bad wolf because the big bad wolf will bite us. It’s uncomfortable when you’re scared.

Who else is afraid of this powerful animal?

Activity Record: I am afraid of tigers and snakes.

You are afraid of fire, why?

Activity Record: Because fire will burn us.

Why are you afraid of these things? (Water, electricity, knife.)

Activity record: Heavy water will wash away us, and the house will be washed away; if you are not careful when using scissors, you will cut your hands; this is a socket with electricity .

What are you afraid of? Why? Who else is afraid of this loud sound?

Activity Record: I am afraid of thunder and the rumbling sound; I am afraid of the sound of balloons exploding.

Look what he is afraid of? Why?

Activity record: Injections, because injections hurt.

Summary: Everyone is afraid. Fear is a cold, tight, uncomfortable feeling. I cry when I'm scared, I hide. Do you like this feeling of fear?

3. I am not afraid

(1) Discussion

How can we not be afraid? (Look at the pictures and think of solutions one by one.)

Animals: What can we do when we encounter these ferocious animals?

Ask the police for help: hide; run home quickly.

Water, fire, electricity, knife: we all use these things in our lives, but if we are not careful, we will get injured. What should we do?

Be careful; don’t play around.

Sound: What can we do when there is a sudden loud sound like this?

Cover your ears and not listen; let your mother hug you; build blocks and not listen.

Record while talking.

Summary: When we encounter a ferocious animal, we can stay away from it and protect ourselves; when there is a loud sound like thunder, we can cover our ears and find something to do. Do it. We must be careful when using water, electricity, fire, knives, etc.!

(2) Situational performance

Are you afraid of injections? Vaccinations can make our bodies better. Can we stop getting them because we are afraid? What can you do to stop yourself from being afraid?

Activity Record: Some children are afraid, some are not. I didn't look at the injection; I just lay on my mother's body during the injection.

Let’s learn how to get vaccinated together: roll up your sleeves, bend your arms, tilt your head, tell yourself, I’m not afraid, I’m not afraid, I’m not afraid!

Today the nurse aunt is going to vaccinate the babies. Are you ready?

Summary: It turns out that there are some things that we are afraid of, we can hide and do other things, but for some things we are afraid of, like injections, we must overcome them.

4. The little bear is not afraid

You have all thought of a good way to become a brave child. Has the little bear become brave? Let's take a look at what little bear has come up with.

Activity record: It hugged a bear toy; it lay on grandma’s shoulder; it was reading a book.

What’s the expression on Little Bear’s face now? The little bear is very happy because he knows what to do when he is scared!

Today I faced so many unknown people all of a sudden, and the teacher was a little scared. Would you like to help me become braver, and go together to say hello to the guest teacher and give a hug to the guest teacher?

Comment: The teacher inspired the children's courage with a weak attitude. The children took the initiative to hug and greet the unfamiliar teachers around them, and the activity ended easily in a harmonious atmosphere.

Reflection on the activity

This activity was designed and implemented closely based on "I'm so scared" - "I'm not scared". In setting goals, the first thing is to let children know that everyone has the feeling of fear, and at the same time encourage children to face fear bravely and overcome fear.

In order to achieve this goal and to make the activities suitable for the age characteristics of small class children, I appropriately screened the fears recorded by the children in advance and selected some records that can cause the children to scream. The content, such as ferocious animals, sudden noises such as thunder, fire, electricity and injections in life, appropriately categorizes the content that children are afraid of. First, it can fully mobilize children's existing experience and encourage children to focus on life. The second is to facilitate children to solve problems in a targeted manner when looking for ways to overcome fear; the third is to arouse children's emotional experience and cries.

In the process of implementation, children can actively guess and discuss, and boldly express their opinions. From the cooperation of pictures, sounds to situations, let children experience the emotion of fear and the success of overcoming fear. During the activity, I focused on asking the children to talk more about their inner feelings. I used two pictures with different expressions to express fear and happiness respectively. I used these two expressions to stimulate the children's interest in overcoming fear, so that the children could know by looking at the pictures. By using some methods when we are afraid, our mood will become lighter and we will no longer be so afraid.

During the children’s discussion, I heard many answers: For example, some children said that they can rely on their parents when encountering ferocious animals; some children said that they cannot play with water, fire, electricity, etc. Be careful when using a knife, and remind your mother to be careful. You can cover your ears when there is thunder, listen to music, etc. Children are able to face their fears and come up with appropriate solutions.

During the situational performance of the injection, some children stood up bravely at the beginning, while others did not dare at the beginning. While some little warriors tried, they added a few catchy sentences Children's song: Bend your arms, tilt your head, and say loudly, I'm not afraid, I'm not afraid, I'm not afraid! At this time, some of the children who had just started to shrink back bravely stood up. When the children completed the injection process, every one of them smiled. Finally, when our children took the initiative to hug the strange guest teacher, I saw the courageous side of the children, experienced their happiness, and I was also full of joy.