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Sixth grade mental health education lesson plan

The design of lesson plans is particularly important as the most comprehensive, systematic and in-depth part of teachers' lesson preparation work. Below is the sixth grade mental health education lesson plan that I carefully compiled for you. I hope it will be helpful to you!

Sixth grade mental health education lesson plan Part 1

Teaching objectives:

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1. Understand the teacher, be able to correctly view your own misunderstanding of the teacher's behavior, and forgive the teacher's mistakes.

2. Establish a sense of proactive communication and interaction with teachers.

3. Learn to use appropriate methods to deal with contradictions and conflicts with teachers, and learn to have friendly interactions with teachers.

Teaching focus:

Understand the teacher, be able to correctly view your own misunderstanding of the teacher's behavior, and forgive the teacher's mistakes.

Teaching preparation: computer courseware, please ask the relevant teacher to record

Teaching process:

1. Talk to the teacher

1. This lesson , let’s first discuss a topic about teachers, what kind of teacher do you think? (Write on the blackboard: Teacher)

2. Answer by name:

3. Are there any behaviors in your past, present or teachers you see that make you unable to understand or feel dissatisfied? Please write it on paper. Students write independently.

4. Whole class communication:

2. Understanding the teacher

(1) Comic inspiration

1. Transition: Thank you very much, classmates Thank you for your trust in me and tell me your thoughts. Like the students sitting here, several of my classmates are also very dissatisfied with the teacher. Now ask the students to judge as judges.

2. (Show the cartoon picture) Do you think the ideas of the students in the picture are appropriate?

3. Group discussion.

4. Summary: Teachers have their own love, but they express it in different ways. Perhaps sometimes the handling of problems is too simple and crude, which is unacceptable to the students. But I think that a teacher who is indifferent to everything about his students will never be a competent teacher. Of course, some teachers' handling of the problem was inappropriate and hurt the hearts of the students. I would like to apologize to the students on behalf of our teachers and ask the students to accept my apology.

(2) The teacher’s inner words

1. Connective language: We often say: Long live understanding. We all also long for the teacher’s understanding, but equally, the teacher also hopes to gain it. students’ understanding. Do you want to hear the teacher’s psychological words?

2. Play the recording

(1) I also want to laugh all day long, but I am not only a teacher, but also a mother and a wife. It is inevitable that we will encounter some unsatisfactory things in work and life. How can we always smile?

(2) Students all hope that teachers are friends, but when I stand on the podium, there are My classmates are still noisy. First of all, they don’t respect the performance of their friends; in addition, they are scribbling on homework. You say, friend? Can you not be angry?

(3) Do you know how many lessons the teacher has to teach every week? Second class? How many homework books have you corrected? How many annoying things have you dealt with? Sometimes it is inevitable that you will have a bad temper. I really hope that the students can understand.

(4) I have tried my best, but the student still hasn’t improved. I have no choice but to use high-pressure policies, and I don’t want to!

3. In-depth analysis: After listening to what is in your heart, do you have a certain understanding of the teacher's work, life and thoughts? Just now, the students wrote about their incomprehensible and dissatisfied behavior towards the teacher. Now can you find a reason for the teacher and think about why the teacher does this? If you find a reason, can you understand the teacher? Mark * if you understand; mark * * if you understand very much and feel that the teacher is really doing it for your own good; still can't understand Do not type *.

4. Students fill in the form. (Can be communicated in groups)

5. Communication.

6. Please understand the teacher’s raising of the right hand, but not the teacher’s raising of the left hand.

(Decide on the next step according to the situation (1) If there are still more students who cannot understand the teacher, you can ask these students to talk about their own ideas, and then ask others to talk about the teacher’s strengths and their own view.

(2) If the students have understood the teacher, they can present the topic: ?Learn to interact with the teacher?)

3. Learn to interact with the teacher

 (1) Situational experience

< p> 1. It seems that the students have understood the teacher to varying degrees. I believe that when your classmates criticize you, you will definitely accept the criticism. When the teacher misunderstands you, you will forgive the teacher. If you encounter the following situation, what do you think is the most appropriate thing to do?

2. Create situations and learn to communicate. (The group chooses one thing to discuss)

A. The teacher is explaining the topic to another student, and you also have questions to ask the teacher.

B. You always listen carefully in class. Once, your deskmate came to talk to you. When the teacher criticized him, he also criticized you.

C. You cheated in the exam. After school, the teacher talked to you and didn’t send you home until it was dark.

3. Communication:

4. Summary: In today’s class, the topic we discussed is how to communicate with the teacher. (Blackboard writing learning and communication) The teacher is very grateful to the students for their understanding. Teacher, I understand, I hope that students can take the initiative to interact with teachers in their future study and life, and truly learn to interact with teachers in the interaction.

(2) What I want to say to the teacher

1. Teacher: At this moment, what is the thing you most want to say to the teacher? Can you write it down?

2. Students write, communicate and summarize.

3. End this lesson with the song "Whenever".

(3) After-school extension

What is the happiest Teacher’s Day for teachers?

Sixth Grade Mental Health Education Lesson Plan 2

Activity Design

12- and 13-year-old students have entered early adolescence. They have stronger self-care ability and like to do things according to their own subjective wishes. They begin to want to get rid of their parents' control and are no longer willing to talk more about themselves with their parents. In daily life, elders like to teach younger generations with their own life experiences. If the same content is repeated too much, it becomes nagging, and such nagging affects the relationship between the two generations. This course first allows students to understand the circumstances under which their elders usually nag, and then to understand whether the content of the nagging is beneficial to them. Finally, it discusses how to deal with the nagging of their elders without hurting their parents' feelings.

Purpose of counseling

1. Understand the circumstances under which parents nag.

2. Understand that parents’ nagging is a special way of expressing concern and love for their children.

3. Explore good ways to deal with nagging.

Counseling methods

1. Group discussion

2. Sketch performance

3. Social survey

Counseling Preparation

1. Do a social survey before class.

2. Rehearse the sketch "Xiao Liang is at Home 1 and 2".

3. Prepare an oil painting of pastoral scenery.

Tutorial time and venue

Tutorial time: one class hour.

Counseling venue: Group counseling room.

Tutorial steps

1. Introduction to the conversation

Good morning, students! It’s time for our rainbow chat again. The topic we are talking about today is: How to deal with the nagging of elders.

2. Tell me about yourself

1. Introduce yourself and how old you are today. (My year?)

2. Now, which students among you can take the initiative to show your homework to your parents?

(Teacher’s evaluation: Your performance is OK I understand, because when you grow up, you all hope to be able to do your own things independently)

3. Talk to Nao Nao

1. Your father, mother or other elders. Do you like to chatter? Discuss (let the students discuss for a minute)

2. Under what circumstances do elders usually chatter? (Speak by name)

3. Look Sketch performance "Xiao Liang is at Home".

Xiao Liang came home from school, put down his schoolbag, turned on the TV, and watched his favorite cartoons with relish. Soon my mother came back. ?Liangliang, what are you doing? After finishing her homework, her mother asked while changing her slippers. ?Write it later.

?Go and do your homework, go quickly!? As soon as my mother finished speaking, my father came back. Before he put away his bag, he asked: "Liangliang, how are you doing today?" And my father hasn't finished asking yet. Liangliang became impatient and said angrily: "It's not that good, it's not the same as before." ?After saying that, he watched his TV. At this time, his father stared?

4. Discussion: Why is Xiaoliang worried?

5. Talk about his father, Under what circumstances do mothers nag? What do they often like to say? (Raise hands to speak)

The discussion of this issue can also be carried out in two steps: ① individual speech; ② group communication. The teacher's evaluation can say: "It's really interesting, it's quite special, I sympathize with you very much", "It's understandable that they say this", etc.

6. Tell the truth: In daily life, when you hear your elders nagging you, how do you react?

Teacher summary: Listen to your parents nagging you over and over again. When talking about the same content, it is normal and understandable for everyone to have this or that idea.

IV. Words from Mom and Dad

1. Teacher: During class, the teacher did a social survey and recorded the conversation of the survey. Below, we will share some Listen to what dad and mom say.

2. Play the live recording of the social survey

(Q: Hello, now, I would like to ask you to talk about the topic of "Nao Nao"?

Question: Hello, your child is almost 12 years old. When you want to tell him something, he sometimes acts very impatient. What do you think at this time?)< /p>

(This social survey must be done two weeks in advance, and it must be detailed. The questions asked must be targeted, and each parent interviewed must say what they most want to say to their children. The names of the parents will not be made public as much as possible. )

3. Summary: Just now, we listened to the heartfelt words of our father and mother, and I believe that everyone must be deeply shocked. Nagging is a special way for parents all over the world to express their concern and love for their children.

5. Eliminate worries

1. Discussion: Nagging is inevitable in our daily lives. When your thoughts and actions are inconsistent with the wishes of your parents and elders, what are you doing? How to do it?

(Let students raise their hands to speak, and the teacher will give timely guidance on how to summarize.)

(1) Quiet listening method;

(2) Diversion of attention method;

(3) Self-irony method;

(4) Explanation method.

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2. Watch the sketch show "Liangliang is at Home 2"

Liangliang came home from school, put down her schoolbag, turned on the TV, and watched with relish My favorite cartoon. Soon, my mother came back. When her mother came in, she asked: "Liangliang, have you finished your homework? Mom, watch TV for a while and then go write, don't worry!" Liangliang smiled and helped her mother get her slippers. Mom smiled and went to cook. Just as Liangliang was about to sit down, her father came back. As soon as he entered the door, he asked: "Liangliang, how was your performance today?" Liangliang smiled mischievously: "It's okay, dad, my son will not embarrass you." of. ?After that, he continued to watch TV. ?Liangliang, what are you going to write in today’s diary? Dad asked a lot of questions again. Liangliang didn’t get angry, but just listened quietly? Discussion: How does Liangliang respond to the nagging of her elders? (Let students use the ones shown above. Methods to answer.)

6. Help

※In daily life, faced with the nagging of parents and elders, do you have any questions that you need help from? (Let everyone help you. Write the problem on a note and solve it through discussion)

VII. Summary

Parents nag their children out of love, and we can understand their good intentions out of gratitude. . Let us build a rainbow bridge together, increase understanding between people, and make the world a better place.

Supplementary activities

Conduct a social survey again after two weeks of tutoring, allowing parents to talk about their children’s performance and changes during this period, and accumulate first-hand information for future tutoring work .

Recommendations

This course is suitable for primary school students from grades 5 and 6 to junior middle school students. During the entire tutoring process, students should be fully respected, their initiative given full play, and reasoning-type evaluations avoided. Way.

Allow students to sit comfortably in the tutoring room in a seat they think they are satisfied with. There is no need to ask students to sit in any way, as long as they are decent and generous, so that tutoring activities can be carried out in a relaxed and pleasant atmosphere.

Sixth grade mental health education class lesson plan 3

Activity goals

1. Understand students’ actual self-esteem.

2. Guide students to understand the possible harm caused by too strong or too weak self-esteem.

3. Guide students to further adjust their self-esteem level to make it appropriate.

Activity preparation

1. Prepare short stories and sketches.

2. Teachers understand students’ degree of self-reflection through individual conversations.

3. Collect famous quotes about "talking about self-esteem".

Activity process

1. Story, introduction to new lesson

1. Listen to the story: "Poor Little Crow".

2. Inspiring discussion: Why did the bat shake its head and fly away?

3. Teacher’s advice: In life, everyone must truly know themselves, and they must not act like themselves everywhere. The center is that the self-esteem is too strong; but one cannot think that one is inferior to others in every aspect, that is, the sense of inferiority is too high. If your self-esteem is too strong or too weak, it will be detrimental to your growth. Today we will work with everyone to set the balance of self-esteem.

2. Test your self-esteem

1. Do you know the level of your own self-esteem? Ask students to complete the short test (for test questions, see Chapters 5-6 of the "Student Activities Handbook" Page).

2. The classmates talk to each other about the basis for self-evaluation and give some examples in life.

3. Teacher’s advice: It seems that the self-esteem of each of us is closely related to his life.

3. Sketch performance

1. Watch the performance.

Skit content: See "Junjun and Longlong" on pages 6-7 of the "Student Activity Handbook".

2. Group discussion: Where did Junjun go wrong? What should he think? How should he do it? Where did Longlong go wrong? What should he think? What should he do?

3. Teacher summary: We must maintain a certain degree of self-esteem, but we must not be overconfident and emphasize that we are the best; nor must we feel inferior to ourselves and have no self-esteem at all.

IV. A small prescription for self-esteem imbalance

Today, students are asked to write a small prescription for themselves based on their actual situation.

1. Prescribe independently (see page 9 of the "Student Activity Handbook")

2. Exchange prescriptions in groups and discuss: What is the key to maintaining a balanced self-esteem?

V. Summary

The competition in today's society is fierce. We must learn to regulate our self-esteem. On the one hand, we must ensure that we are positive and confident in the competition between people. Even if we fail, we must learn to adjust our self-esteem. We must also establish a good image of self-respect and continue to sprint forward; on the other hand, we must also maintain an open-minded attitude, not be arrogant, and don't be self-centered. Such people are likely to achieve more success!

Four Swimming in the Heart

Students’ current situation and needs (for the activity goals of this lesson)

Students need to assume certain learning obligations in school. Therefore, students, especially middle and high school students, need to bear certain learning obligations in school. Students more often have various emotional experiences: joy and satisfaction brought by learning and progress; pain, regret, sorrow, etc. brought by failures and setbacks. However, the emotions of primary school students are not stable enough, they are easily excited or explosive, and they are not good at controlling and regulating their emotions. Therefore, correct guidance from teachers is needed.

Objectives of the activity

1. Guide students to understand the negative impact that bad emotions can have on people.

2. Help students learn strategies to control negative emotions and have a positive and healthy mental state and emotions.

Activity preparation

1. Teachers understand students’ frequent negative emotions and methods of regulating these emotions.

2. Determine the host and actors, and guide the rehearsal of the sketch.

Activity process

1. Listen to stories and think about questions

1. The little host came on stage and told the story vividly (see Chapter 25 of the "Student Activities Handbook" Page).

2. After listening to the story, the students thought: Why can’t Dongdong answer the teacher’s question?

3. After everyone exchanged opinions, the teacher summarized: Yes, each of us Your inner emotions are all about training yourself to become a brave sailor, so that you can avoid the waves of bad emotions and reach the other side of success smoothly.

4. Teacher guidance: Please think about what other emotions may affect our lives, studies, and even interpersonal relationships?

5. Student group discussions and whole-class communication .

2. Emotional Quiz

1. Transitional words of the host: Students, we all long to have good emotions, because good emotions are important for our growth and development. vital role. So are our emotions positive and healthy? Please look at the test question on page 26 of the "Student Activity Handbook" and ask students to fill it in truthfully. After filling it out, take the self-test.

2. The teacher understands the self-assessment results of the whole class and guides: Our goal of today’s activities is to let everyone learn to control and regulate their bad emotions and truly become the master of their own emotions.

3. Skit performance

1. Watch the skit and discuss: What is Mingmin thinking in her heart at this time? What should she do? (For the content of the skit, see the "Student Activity Handbook" 》Page 27).

2. Teacher: Seeing Mingmin so sad, the teacher really wants to help her. Let’s give it a try! (The teacher stepped forward and whispered a few words in Mingmin’s ear. , Mingmin burst into laughter, and took out the crumpled test paper and revised it carefully)

Guess: What did the teacher say to Mingmin?

3. Guide the communication and pay attention to analysis. Are the students’ ideas reasonable?

4. Teacher’s advice: Sometimes, as long as we encourage ourselves appropriately, enhance our self-confidence, and impose stricter self-discipline, the negative emotions generated in many situations will be under control.

IV. Unlock the Heart

1. Encourage everyone to use their brains and try to connect the bad moods and adjustment methods listed on page 28 of the "Student Activity Manual" with a straight line.

2. After the student exchange, the teacher summarized: Students, as long as you have the belief to overcome bad emotions, encourage yourself in time, and strive to be strict with yourself, you can truly become the master of your own emotions.

5. Summary.