How to integrate subject teaching into mental health education

In recent years, Gaosigang Huli Middle School of Xiamen Institute of Educational Sciences has done a lot of work in mental health education and achieved gratifying results. In some ways, I think I have walked in front of our city and even the whole province. Judging from the schools with good mental health education in China, these are the most important prerequisites, while Huli Middle School has: (1) leaders. Huli Middle School has set up a leading group for mental health education: consultant: President Hong, leader: Deputy Secretary, and members: Chen Meiling (director of the Political and Educational Affairs Office), Weng Xuefang, Zhang Xuefa, Jiang,. (2) there are plans. Plan and hold activities regularly every semester and hold meetings of leading groups for mental health education. (3) There are teachers. There are full-time and part-time mental health education teachers. (4) There is a place. Grow up studio, covering an area of 100 square meters > 80 square meters, with complete professional facilities and a fixed movable classroom. (5) There is a problem. Last year, "optimizing learning psychology and developing learning potential" was approved as a key project of provincial curriculum reform. It is a very important strategy to promote mental health education through educational research. Some people say: "How well the mental health education is carried out in a region reflects the level of educational modernization in this region". I want to apply this sentence, that is, "how well a school's mental health education is carried out reflects the educational modernization level of this school." It can be said that Huli Middle School took the lead in realizing educational modernization. After listening to two seminars this morning, the question we are going to discuss is:? Comment-→ Dialogue. Here I want to talk about some personal views. First, why should subject teaching be integrated into mental health education? With the gradual deepening of mental health education, infiltrating mental health education into subject teaching will be the main way of mental health education. First of all, this is determined by the status and content of subject teaching. Courses of various disciplines are the main way for students to receive school education. Infiltrating psychological education in subject teaching is an important aspect of cultivating good psychological quality. On the one hand, subject teaching is the main channel of primary and secondary education, and preaching, teaching and solving doubts are basically completed in the classroom. On the other hand, primary and secondary schools play a very important role in a person's life. At this stage, the teacher's influence on students is often profound and lasting. For example, vigorously carry out other forms of mental health education, such as group counseling, individual counseling, family counseling, psychological counseling, psychological files, etc. And teachers don't have a certain knowledge of mental health education in subject teaching, their words and deeds are not careful, and they often punish students by corporal punishment, verbal punishment and psychological punishment, which will dampen students' self-esteem and self-confidence. Then teachers will directly become the cause of students' psychological problems or psychological obstacles, not to mention improving the teaching effect. Infiltrating mental health education into subjects can achieve the goal of psychological education in the natural state of school work, which has a subtle effect and is more economical and effective than psychological education classes and special activities. Through the infiltration of mental health education into the discipline, the functions and objectives of the discipline curriculum have been greatly expanded, the discipline itself has been greatly promoted, and the charm of teaching in various disciplines has been enhanced, making it closer to students' psychology, easier to be accepted by students, and more comprehensive development has been achieved in the process. Secondly, subject teaching itself has or contains psychological education content, such as emotional goals in ideological education, social studies and Chinese teaching objectives. In addition, there are many similarities between mental health education and subject teaching. For example, an important part of psychological education is to cultivate students' good learning psychology, and the principle of teaching students in accordance with their aptitude is to understand the learning types and habits of individual students. Therefore, the organic infiltration of mental health education in subject teaching will greatly improve students' psychological quality; Conversely, students' good psychological quality will also promote the development of subject teaching and improve the quality and efficiency of subject teaching. Thirdly, the current situation of mental health education also determines that psychological education should be infiltrated into subject teaching. There is a lack of full-time psychological teachers in China. According to experts' statistics, according to the ratio of psychological counseling teachers to students in the United States, all normal universities in China should set up a department to train undergraduate psychological teachers, and it will take at least 50 years to meet the requirements. Under the current situation, the focus of mental health education should be to fully infiltrate psychological education, especially in subject teaching. Subjective infiltration is the general strategy of mental health education, because the development of school mental health education does not depend on a certain part of teachers, but should realize the participation of all staff and create a suitable atmosphere for the personality growth of students and teachers. Fourthly, from the relationship between mental health education and curriculum reform, subject teaching should be integrated into mental health education. 1. Mental health education prepares teachers for implementing the new curriculum in terms of concept and ability. Mental health education mainly adopts activities and experience forms, including psychological training, problem analysis, situation design, role-playing, game counseling and so on. Let students experience and understand in the situation and advocate the establishment of a new relationship between teachers and students that is democratic, equal and respectful. These requirements coincide with the new round of curriculum reform, which requires teachers to establish new educational concepts, change the traditional teacher's professional role orientation, build equal teacher-student relationship and teaching relationship, and change students' single and passive receptive learning style, which has many similarities. Therefore, teachers with mental health education ability will easily accept the educational concept of the new curriculum, adopt new teaching methods, become promoters of students' learning, cooperators of students' inquiry, and guides of students' development, form students' independent learning, cooperative learning and inquiry learning, and realize the goal of the new curriculum reform. The direct effect of mental health education on the new curriculum reform is as follows: (1) In the final analysis, the new curriculum reform is a project to develop people's potential. It is very important to develop people's potential and update their ideas. The value goals pursued by the new curriculum reform are knowledge and ability, process and method, emotion, attitude and values, all of which need to be realized by psychological laws without exception, especially the acquisition of emotional attitudes and the formation of values.

The highest idea of modern curriculum reform is the integration of scientific spirit and humanistic spirit. Scientific spirit is the psychological need for human beings to satisfy their own truth-seeking, while humanistic spirit is the psychological need for human beings to survive, be respected and realize their self-worth. Pleasure, harmony, success and life education have found a reliable basis for educators to establish a people-oriented concept, from which educators realize that education is the impact and response of the soul. In this way, teachers' role behavior will be truly practiced in democracy, equality, respect and appreciation. (2) In terms of improving the quality of education and teaching, in this profound change of basic education, the classroom is undoubtedly the main position and battlefield, because both advanced educational concepts and excellent teaching materials will eventually be implemented in the classroom, which is reflected in classroom teaching methods and teachers' teaching behavior. What we expect is a poetic and energetic classroom teaching, which is a full display of teachers and students' personalities. The improvement of classroom teaching requires teachers to adjust classroom time and space according to students' psychological characteristics and laws, pay attention to students' interest in learning, re-examine the life rhythm process of the classroom, actively implement students' dominant position, and realize the transformation of students' learning methods from passive acceptance to independent, cooperative, research-oriented and inquiry-based learning under the new curriculum reform. Only in this way can the teacher's role orientation be changed from knowledge transmitter to guide, organizer and promoter, and can he grow up with students and realize the new curriculum goal. In the arrangement of classroom teaching process, teachers should follow the mental health development model of "activity-experience-performance" while taking "goal-strategy-evaluation" as the main line, and pay attention to students' active participation, so that students can learn knowledge and improve their personality in emotional experience, thus improving the quality of education and teaching. (3) The innovative development of educational reform in promoting teachers' balanced mentality and shaping students' perfect personality has posed new challenges to teachers' psychological quality and even their lives. Teachers have good psychological control ability, and it is very important to maintain a balanced mentality. In the process of education and teaching, if teachers pay attention to discovering the strongest and most essential desire of students-longing for appreciation, respect and care from others; Perseveringly believe that "students can do it", attach importance to students' advantages and strengths, let students wake up in the "I can do it" mentality, let students learn to cooperate and compete, and believe that education will bring students a perfect personality and a happy life. With the development of network technology and the popularization of campus network, teachers' traditional function of "imparting knowledge and dispelling doubts" will gradually weaken, while the function of personality cultivation will be strengthened, and mental health education will become an essential professional ability for every teacher. 2. The process of implementing the new curriculum standard is the process of integrating mental health education into teaching (1). The new curriculum reform provides the most suitable soil and good space for developing the personality development and mental health of primary and secondary school students. The "cultural-psychological" process of teaching, namely "value guidance" and "self-construction", has actually become the most important carrier for schools to carry out mental health education. The new curriculum reform has created a good opportunity for the integration of mental health education into teaching. The four elements of the new curriculum reform are "understanding-communication-subject participation-interaction", in which subject participation is the core. In any case, this is consistent with the basic concept of mental health education. Drawing lessons from mental health education and creating a dynamic field for students' development and learning is a breakthrough point for us to integrate mental health education into the new curriculum reform and implementation. The new curriculum emphasizes promoting students' sustainable development by developing their autonomy, and puts forward specific requirements for promoting students' autonomous development from the aspects of curriculum objectives, curriculum implementation and curriculum evaluation, which creates the most important conditions for students' mental health. As a "cultural-psychological" process, teaching pays attention to the generation and development of the ideal individual's knowledge, ability and personality. It has two basic points of unity of opposites, namely "value guidance" and "self-construction". Teaching is a value orientation, but students are realistic individuals with free will and personal dignity. Respecting students' free will and independent personality is not only the condition for the smooth progress of practical teaching activities, but also the inherent stipulation of teaching activities themselves. When a student really has a kind of autonomy, he can make rational use of his right to choose, make clear self-development goals, make correct self-evaluation, realize self-regulation, self-control and self-education in his study and activities, and realize the independent development of his personality. It can be seen that the new curriculum reform provides the most suitable soil and good development space for the personality development and mental health of primary and secondary school students, and the two can be organically integrated. (2) The curriculum reform of basic education will promote the further deepening of mental health education. The overall goal of mental health education is to improve the psychological quality of all students, fully develop their potential, cultivate their optimistic psychological quality and promote the sound development of their personality. The new curriculum requires establishing equal interaction between teachers and students, creating a classroom atmosphere in which students participate, encouraging students to study independently, explore and cooperate, developing students' abilities and forming correct emotions, attitudes and values. Their concept of * * * makes us realize that the curriculum reform of basic education has created good conditions for students' potential development and the cultivation of sound personality, and provided the possibility for the further deepening of mental health education. 3. The statement in the Guiding Outline of Mental Health Education in Primary and Secondary Schools that classroom teaching runs through mental health education should run through school education and teaching activities. It is necessary to create a material environment, interpersonal environment and psychological environment that meet the requirements of mental health education. Seek the opportunity of mental health education, attach importance to the role of teachers' personality charm and teachers' role in education and teaching, and establish a new relationship between teachers and students that is democratic, equal and respectful. 4. The new curriculum reform outline (1) stipulates that the training objectives of the new curriculum should reflect the requirements of the times. Let students ... gradually form a correct world outlook, outlook on life and values; Have a sense of social responsibility and strive to serve the people; Have the initial innovative spirit, practical ability ... and ... good psychological quality, develop a healthy aesthetic taste and lifestyle, and become a new generation with ideals, morality, culture and discipline. Teachers should actively interact with students and develop together in the teaching process, … pay attention to cultivating students' independence and autonomy, and … promote students' active and personalized learning under the guidance of teachers. Teachers should respect students' individuality, pay attention to students' individual differences, meet different students' learning needs, … stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and make every student develop in an all-round way. ● Evaluation should not only pay attention to students' academic achievements, but also discover and develop students' potential in many aspects, understand students' needs in development, help students know themselves and build self-confidence. (2) Understanding of the syllabus ● The new curriculum emphasizes promoting students' sustainable development by developing students' autonomy, and puts forward specific requirements for promoting students' autonomous development from the aspects of curriculum objectives, curriculum implementation and curriculum evaluation, which creates the most important conditions for students' mental health. ● Teaching is a value orientation, but students are realistic individuals with free will and personal dignity. Respecting students' free will and independent personality is not only the condition for the smooth progress of practical teaching activities, but also the inherent stipulation of teaching activities themselves. When students really have a kind of autonomy, they can rationally use their right to choose, set clear self-development goals, make correct self-evaluation, and realize self-regulation, self-control and self-education in their studies and activities, thus realizing the independent development of their personality. It can be seen that the new curriculum reform provides the most suitable soil and good development space for the personality development and mental health of primary and secondary school students, and the two can be organically integrated. 5. The specific requirements of integrating mental health education into the new curriculum standard (1) and the curriculum standards of various subjects that match the new curriculum reform highlight the need to enable students to obtain positive emotional experience, pay attention to the formation of students' healthy attitudes and values, and cultivate students' sense of responsibility and ability to others and society. This new concept mainly includes: (1) Students' physical and mental development has staged characteristics, and different contents of subject teaching also have their own laws. According to the characteristics of students in different classes and different teaching contents, corresponding teaching strategies are adopted to promote the overall improvement of students' academic literacy. ⑵ Students are the main body of learning and development, and underestimating students' learning potential is more terrible than overestimating students. Subject courses must be based on the characteristics of students' physical and mental development, pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, form lasting learning interest and enhance learning confidence. ⑶ Subject teaching should focus on developing students' thinking ability, stimulating students' imagination and creative potential, learning to communicate with people and society in a civilized way, developing the spirit of cooperation, and forming correct values and positive attitudes towards life. ⑷ Teachers should pay attention to the value orientation of teaching content and respect students' unique experience in the learning process. An excellent teacher often bends down to listen to the students' voices and help them to achieve personalized development. Teachers must respect students' wishes and create a relaxed, harmonious, democratic and harmonious learning environment for students with an open concept and mentality. 5] Guide students to learn to reflect, learn to evaluate themselves and others, emphasize students' self-comparison, and downplay the mutual comparison between students. Advocate independent, cooperative and inquiry learning methods, guide students to learn to hold open discussions, learn to give up wrong views and accept more reasonable scientific explanations. [6] Guide students' self-esteem, self-confidence, know how to respect, be friendly and share, understand and care about others, cultivate strong will, enhance their ability to bear setbacks, overcome difficulties and adapt to the living environment, improve their emotional adjustment ability, and form a sound personality and healthy aesthetic taste. (7) Enrich the emotional experience, establish a deep love for relatives, others, mankind and all good things in a subtle way, and then develop a positive and optimistic attitude towards life and yearning for and pursuit of a better future. (2) Reflections on the requirements of mental health education in the new curriculum standard (1) Mental health education must be studied and implemented in the school education environment. It is difficult for school administrators and teachers to understand and support the professional skills of mental health education without the main theme of school education and teaching and the practical problems to be solved urgently. ⑵ The key to the new curriculum reform is the reform of educational concept and teaching concept. The core problem is how to treat students' position in the classroom and how to deal with the relationship between teachers and students. ⑶ In the new curriculum standard, teaching is first understood as a social process, and is essentially regarded as an activity of "communication" and "cooperation" between people. Teaching and learning is a unique social phenomenon formed by educators and educatees in social communication. It not only forms a one-to-one teacher-student relationship, but also forms multiple network communication relationships among students, teachers and student groups, and students and student groups. Such a complicated role relationship will make the subject form a variety of complicated role experiences in the process of communication, and directly affect the personality development and mental health level of the subject. ⑷ The new curriculum standard requires teachers to provide a good atmosphere to "promote" students' learning. A good class and classroom should be full of true, caring and understanding psychological atmosphere. This atmosphere originally came from teachers, that is, "promoters." With the progress of learning, students will naturally overflow their feelings and attitudes in this area. 5. The new curriculum standard defines teaching as communication, emphasizes teacher-student communication and student-student communication, and constructs an interactive teaching relationship, which not only surpasses the "teacher-centered theory" or "student-centered theory" in theory, but also has important practical significance for the perfect development of students' personality. In the teaching process, knowledge is not transferred, but more importantly, through direct dialogue between teachers and students, spiritual communication is realized, and the construction and development of teachers and students' subjectivity are realized. This concept is the concept of human development and the concept of mental health education. In a word, the relationship between mental health education and curriculum reform is "point" and "face", and curriculum reform is a lever, with mental health education as the fulcrum, to "pry" our education into a brand-new world. With levers and fulcrums, the earth can pry up! Third, 1. Establish a harmonious relationship between teachers and students to lay the foundation for students' psychological safety. The data shows that when a person was a student, he spent more than twice as much time with his teacher as with his parents, and 80% of the teacher's interpersonal communication was with students. Establishing a harmonious relationship between teachers and students is the basis of activating classroom psychological atmosphere, developing students' creative potential and providing students with psychological security and freedom. To establish a harmonious relationship between teachers and students, we must: a. love students. This is the soul of harmonious teacher-student relationship. B. understand students. This is the basis of realizing the psychological compatibility between teachers and students. Respect students. This is the pillar to form a harmonious relationship between teachers and students. 2. Excavate the factors of mental health education in teaching and provide a relaxed psychological environment. Students' success in learning is always linked with their good psychological qualities, such as strong interest, correct motivation and maintaining self-confidence. There are huge mental health education factors in classroom teaching, and teachers should be good at seizing opportunities. Yes: A. Use and create situations to reduce students' psychological pressure. B. Organize various activities to make students have a successful experience. C. use humor to solve students' psychological difficulties. 3. The interactive strategy of mental health education and curriculum reform (1) follows the law of students' physical and mental development in teaching and integrates mental health education into the whole process of new curriculum reform. Its core problem is to observe students, understand students, educate students and implement classroom teaching activities according to the objective laws of pedagogy and psychology, instead of asking us to call it "psychology" in the process of educating students or "dig" in subject teaching. (2) The ideological classroom teaching of mental health education in teaching is the main channel to implement mental health education. In the process of implementing the new curriculum reform, the integration of mental health education should mainly be as follows: (1) Teachers should grasp the development level of students' cognition, emotion and will at different ages and process teaching materials according to their own subject characteristics; (2) Reform classroom teaching, so that teachers can change from imparting knowledge to guiding the learning process, and strive to stimulate students' interest in learning, guide students' learning motivation, adjust students' learning emotions, hone students' learning will, optimize students' learning personality and cultivate students' good study habits; ⑶ Create a good classroom psychological atmosphere, improve the classroom interpersonal environment, especially the relationship between teachers and students, bring care into the classroom, give students a smile, inject hope into their hearts, and let every student get a chance and experience of success and feel the dignity of independent personality; (4) Respecting students' individual differences, teaching students in accordance with their aptitude and teaching at different levels, so that every student can learn something, thus forming a psychological advantage of the group and achieving a good situation of mutual encouragement and common improvement. (3) Developing school-based curriculum of mental health education School-based curriculum development is the power and responsibility given to schools by the new round of curriculum reform, and curriculum construction is the most important and critical infrastructure of schools. Mental health curriculum has also become a concern of students and parents, laying a good foundation for students' all-round development. (4) Under the background of new curriculum reform, teachers should be given more psychological care. In the practice of new curriculum reform, educational decision makers and educational administrative departments have fully realized the importance of strengthening teacher training. However, it is worth noting that in the training process, trainers often emphasize the inculcation of new educational ideas and the improvement of teachers' educational ability, but do not pay enough attention to teachers' psychological adaptability to this challenge. Teaching practice from the grass roots shows that the psychological adaptability of teachers will directly affect the enthusiasm, initiative, creative spirit and teaching potential of teachers, and ultimately affect the gains and losses, success or failure of the new curriculum reform. School leaders, especially the guidance office, should pay attention to and maintain the mental health level of teachers and give them more psychological care. Because countless facts have proved that many incidents that hurt students' minds and hinder students' innate enterprising and development trend occur in the classroom, and most of them are "teachers' origin". These "teacher-originated" psychological traumas are often directly related to teachers' own mentality. If we don't pay attention to this point, the core idea of the new curriculum reform can't be effectively implemented. The occupation of primary and secondary school teachers is one of the most stressful occupations in the whole society, which is widely accepted by all countries in the world. The survey results of mental health status of primary and secondary school teachers in China are equally worrying. In 2000, the national mental health education research group of primary and secondary schools conducted a survey of 68 primary and secondary school teachers in Liaoning Province/KLOC-0. The results show that about 50% of teachers have psychological problems, and the analysis of the reasons is mainly related to the excessive work pressure of teachers. If teachers' internal stressors mainly come from the particularity of teachers' profession, then a series of new requirements put forward by the new curriculum reform will become their new stressors. The following are some common psychological discomforts shown by some teachers under the background of new curriculum reform. (1) The new curriculum reform of self-denial puts forward brand-new requirements for the reform of education and teaching in primary and secondary schools, requiring teachers to have a fundamental change in educational concepts and teaching methods, which is undoubtedly a challenge and transcendence for teachers. Faced with this change, young teachers are easier to adapt because they have no stereotyped teaching experience and ideas. For older teachers, changing roles may not be so easy. Especially those excellent teachers with rich experience and strong sense of accomplishment, who originally relied on their excellent professional skills and profound professional knowledge to do well in long-term education and teaching practice. It will be a very painful thing for them to deny the experience accumulated over the past decades and give up the "magic weapon of education" that they think is effective. If this painful emotion cannot be effectively adjusted, it is easy to shake the belief in reform and even appear resistance. (2) The discomfort caused by the new teacher-student relationship. The relationship between teachers and students in China's traditional education is characterized by "dignity as a teacher", which is mainly reflected in the following two aspects. In terms of knowledge transmission, the traditional concept holds that teachers are the embodiment of knowledge, the giver of knowledge and the receiver of knowledge, so the relationship between teachers and students is a one-way obedience relationship of "I am the master, you are the guest" and "I speak and you listen". In terms of ethics, the traditional concept places teachers in the absolute dignity position of "moral preachers", so teachers are regarded as unquestionable "elders" and students as natural "disciples", and the relationship between teachers and students has become a single preaching relationship of "old versus young" and "elder versus younger". The new teacher-student relationship advocated by the new curriculum reform is characterized by democracy, equality and harmony, which has undergone revolutionary changes in the above two fields. For example, in the field of knowledge acceptance, teachers and students are no longer one-way "I am the host and you are the guest" and "I speak and you listen", but equal dialogue partners and collaborators. In the field of morality, teachers should step out of the traditional roles of "elders" and "moral idols", go among students and go to the center of public opinion. Therefore, teachers' behavior is no longer simply equivalent to educational behavior, and they must always reflect on whether their behavior is educational. It should be said that the effective establishment of this new teacher-student relationship is the premise and condition for promoting the new curriculum reform, and its starting point is positive and highly targeted. However, due to some deviations in dealing with problems in the actual reform process, teachers can't get the minimum respect from students and parents, and the accident handling schemes of some schools make teachers feel unfair. Therefore, in the face of these changes, teachers also face a severe psychological adaptation process. (3) anxiety about their own quality. The new curriculum reform puts forward new standards and requirements for teachers in knowledge structure, thinking mode, teaching ability and teaching means. In the knowledge structure, from the original requirement to deal with local knowledge and comprehensive knowledge everywhere in science subjects, it has developed to require to deal with some interdisciplinary knowledge. In the way of thinking, from inheriting and accepting knowledge to independent thinking, it forms its own cognitive system and develops into a way of thinking with certain innovative spirit and habits. In teaching ability, from imitating others to gradually forming their own teaching style, it has developed into the ability to master a variety of teaching methods. In the teaching method, from the use of traditional books, blackboards, pointers and so on. To master the basic audio-visual teaching methods such as projector, slide show and tape recorder. It has been developed to use multimedia technology including network for teaching. Referring to these standards and requirements, many teachers feel that their quality is far from perfect and seems unattainable. It is true that we can improve ourselves through continuous learning and training, but the cultivation and improvement of our quality can never be achieved overnight. Therefore, many teachers deeply feel that due to the lack of their own quality, it will be difficult to adapt to the requirements of reform, so they feel "unable to keep up with the situation", thus feeling helpless and anxious. (4) Confusion caused by contradictory phenomena. The goal of the new round of curriculum reform in China is to realize the change from subject-based and knowledge-based to paying attention to the development of every student, and to realize the change from exam-oriented education to quality education. This kind of change is an all-round institutional change, which should be realized not only at the level of educational concept, but also at the level of system construction and practical operation. However, from the current reform practice, many links in the process of education and teaching reform have not been well matched and mutually guaranteed, and the new examination system and supervision and evaluation system have not been fully established. Therefore, there is a phenomenon in many schools: on the one hand, the new curriculum reform is being vigorously carried out, on the other hand, the examination is being grasped in a down-to-earth manner. As some principals said, "We must be prepared in two aspects." In this case, many teachers don't know whether to change their roles as soon as possible according to the requirements of the new curriculum reform, or stick to the original test-taking skills to cope with the heavy pressure of entering higher schools, resulting in a feeling of being at a loss. Psychological research shows that moderate psychological stress can be the driving force of people's activities and stimulate them, but excessive stress will cause excessive emotional tension, reduce work efficiency and even trigger a series of physical and mental diseases. The same is true in education. Excessive pressure will make teachers feel all kinds of psychological discomfort, and teaching will become ineffective and incompetent. Of course, it is far from enthusiasm, initiative and teaching potential. Therefore, it is extremely important and urgent to pay attention to teachers' psychological confusion, give them psychological care and ensure that they participate in the new curriculum reform with a healthy and positive attitude. On the whole, the reasons for the above-mentioned teachers' psychological discomfort are not only related to the external pressure brought by the new curriculum reform, but also related to the teachers' own psychological quality. Therefore, to overcome teachers' psychological confusion, we must start from both internal and external aspects, advance synchronously and implement synchronously. To sum up, it is a word, that is, reducing pressure from the outside and strengthening quality from the inside. The so-called "reducing external pressure" means that in promoting the new curriculum reform, various measures should be taken to reduce and alleviate the psychological pressure of teachers, especially the following three aspects. First of all, we should strengthen the effective training of teachers. With the advancement of the new curriculum reform, the Ministry of Education attaches great importance to teacher training, and it is very necessary and timely to organize a new round of training for heads, principals and key teachers of educational administrative departments at all levels. However, there are such problems in the specific training, such as the training coverage is not wide enough, and many front-line teachers have no chance to participate; The training content focuses on the dissemination of educational ideas and the theoretical discussion of reform, but there is little guidance on how to put new educational ideas into specific subject teaching practice, and many teachers still feel powerless in practice. Therefore, in the process of studying and deploying the new curriculum plan, the education administrative department should strengthen the research on "teacher training" and establish a new teacher training model as soon as possible to ensure that teacher training is in place in time. Secondly, we should improve the system guarantee system that matches the new curriculum reform as soon as possible. The new curriculum reform is a comprehensive social system engineering. The introduction and implementation of a series of related systems, such as the new examination system and education evaluation system, will greatly reduce the tremendous psychological pressure borne by teachers in the process of reform, and also help teachers to correctly position themselves in participating in curriculum reform and summon up confidence in overcoming contradictions and difficulties. Furthermore, educational decision-makers and educational administrative departments should clearly realize that the new curriculum reform should not be rushed, and teachers' adaptation process should be realistic.