Experimental Report on the Application of Mental Health Knowledge and Skills in Schools

Beginning in July of XX, we conducted a “Heart Education” comprehensive practice activity experiment in 21 Chinese small schools in the county. The experiment was approved by the General Research Group of the Ministry of Education in XX, and was identified as the National Education Science Research. After the four-year experiment, the subject has successfully completed the experimental task and achieved the intended purpose. It is now reported.

First, the question is raised

With the rapid development and progress of society, it has brought more freedom and opportunities to young people, but it has also added more troubles and psychological burdens to them. The vast majority of the students we face are only children. They have strong physical fitness, rich knowledge and sufficient wisdom. However, they lack the ability to live independently and the hard work of hard will, which leads them to work hard, unite and cooperate and suffer setbacks. Poor ability. How to improve students' psychological quality and develop a sound personality is a new topic faced by our educators? The Third National Education Work Conference issued the "Decision of the Central Committee of the Communist Party of China on Deepening Educational Reform and Comprehensively Promoting Quality Education." The National Basic Education Work Conference of XX also issued the "Decision of the State Council on the Reform and Development of Basic Education." In XX, the Ministry of Education also put forward the requirement of “burden reduction”. The focus of “burden reduction” is small in China. How to infiltrate the knowledge of heart disease in the teaching of small subjects in China, and let them grow up healthily through the development of heart activity classes. This serious issue is before us. To this end, we have carefully thought and investigated, and organized school leaders, teachers and parents of students to discuss and discuss in detail, and put forward ideas and experiments to develop the knowledge of heart disease in China.

First, the basic concept of mental education knowledge.

In the heart education activity class and subject teaching, the education of heart education knowledge is applied to make students return to the truth, aiming at fostering students' honest and trustworthy character and shaping students' perfect personality; to realize students' lively, active development and pursuit of humanistic spirit. Integrating with the spirit of science as a value orientation, aiming at the non-disciplinary nature of the natural phenomena and social issues that are most concerned with students' real life, in order to stimulate students' innovative spirit and cultivate students' practical ability as the focus of students' comprehensive practice activities The basic characteristics of the activity class.

It is to enable students not to be limited to books, classrooms, and schools. It advocates students' active participation, communication, cooperation, and inquiry-based practical learning activities, fully respecting the individuality of students, and achieving a comprehensive and harmonious development of students' mind and body; Bringing the knowledge in books to students through comprehensive, practical and open comprehensive practical activities, so that students can get positive in the independent activities of thinking, exploring, trying, participating and solving social reality problems. Lively development. This is also the key to the comprehensive implementation of quality education. It is to let students express what they see, hear, and do in spoken language or words.

The application of heart science knowledge and the development of activity classes will help the implementation of the new curriculum reform.

First, the comprehensive practice of mental education is in line with the trend of “changing the curriculum too much emphasis on teaching, emphasizing the formation of a proactive learning attitude, the process of acquiring basic knowledge and skills, and the process of learning to learn and form correct values.

The process of comprehensive practice of heart education is the process of students' main activities. It emphasizes students' independent exploration, independent practice, and independent learning, so that students can form correct values ​​while acquiring basic knowledge and basic skills. process.

The second is to carry out the comprehensive practice of mental education, which is in line with the situation of “changing the curriculum structure and over-emphasizing the subject standard, too many subjects and lack of integration.... Set a comprehensive curriculum to meet the needs of different regions and students' development, and to reflect the balance of the curriculum structure. Comprehensive and selective." The target requirements.

The content of moral education comprehensive practice and moral education, combined with the language, language, foreign language and other tools and the practical activities of labor, social and other disciplines, better reflect its "equilibrium", "comprehensive" and " Selective." The integrated practice of heart education itself is an integrated activity that mutually infiltrates and complements each other.

The third is to carry out the comprehensive practice of mental education, which is in line with the situation of changing the content of the curriculum, the difficulty, the flat, the old and the past, focusing on the knowledge of books, strengthening the relationship between the content of the course and the life of the students and the development of modern society and science and technology, paying attention to the interests of students. And experience, the basic knowledge and skills necessary to select lifelong learning".

The fourth is to carry out the comprehensive practice of mental education, which is in line with the fact that the implementation of the curriculum emphasizes the status quo of accepting learning, rote memorization and mechanical training, and advocates students to actively participate, be willing to explore, diligently, and cultivate students' ability to collect and process information. The ability to develop new knowledge, the ability to analyze and solve problems, and the ability to communicate and collaborate.

The fifth is to carry out the comprehensive practice of mental education, which is in line with the function of “changing the curriculum evaluation too much emphasis on screening and selection, and exerting the function of evaluation to promote student development, teacher improvement and improvement of teaching practice.”

The sixth is to carry out the comprehensive practice of mental education, which is in line with the situation of “changing the concentration of curriculum management, implementing the three levels of curriculum management at the national, local and school levels, and enhancing the adaptability of the curriculum to local, school and students.”

Seventh, the goal and operation of the comprehensive practice of mental education should follow the psychological characteristics of young people, follow the rules of education of young people, seek truth from facts, and proceed step by step.

Second, the main measures for the study of heart disease knowledge

Disciplinary infiltration knowledge and comprehensive practice activities are determined by the experimental schools according to actual needs. Generally follow the following three principles: First, respect each student's interests, hobbies and specialties; second, reflect the characteristics of the school and the community; third, be good at guiding students to select the theme of activities from their daily lives.

In order to achieve the goal of comprehensive practice of mental education effectively and effectively, we have highlighted a “real” word in the process of conducting comprehensive practice of mental education, insisting on a “normal” character, focusing on a “fruit” and actually inspiring The students' innovative spirit has cultivated the students' social practice ability, oral communication ability and writing ability.

Highlight a "real" word.

First, the process of students participating in the event is real. Whether the students lead the activities according to the theme, or the independent activities are one step at a time, real and serious.

In the way of activities, it emphasizes all kinds of activities that are conducive to mobilizing the enthusiasm of students' activities and exploring desires. It emphasizes the participation of students' various senses and the input of various mental abilities. The types of activities can be varied. Whether focusing on observation, recording, collecting, organizing, operating, practicing, discussing, comparing, classifying, writing experimental reports or hands-on production; or focusing on social activities, discussion and analysis, simulation meetings, role-playing, debates, social interviews, etc. They all pay attention to making students feel the psychological experience of success.

Second, the teacher’s guidance to the students. According to the implementation of the implementation, the requirements for guidance, because of the need for guidance. Proper guidance is given to the outstanding problems of students.

Third, the method of guidance. Teachers use motivational language to stimulate interest in student activities and guide the evaluation of student activities. Teachers believe in students and motivate students to “do,” “speak,” and “write.” A philosopher said: "Put a belief, it will be an action; it will be a habit to plant an action; harvesting a habit will result in a character; seeding a character Going on, the harvest will be a destiny." The teacher seized every opportunity in the comprehensive practice of heart disease to plant hope, in exchange for the success of the students one by one. The language in which the teacher directs student activities is targeted. The language is clear and specific, in line with the goals of the event, and in line with the students' reality. Encourage students to learn the advantages of other students and find the deficiencies of other students. There are comparisons to identify. Knowing something means improving. The students are enlightened and improved in the process of comparing themselves with their classmates and classmates and classmates. There is also some flexibility in how it works. For example, according to the strength of the students' psychological quality, students with weak psychological qualities are allowed to stand in their own position and say that after the students get exercise, let them go to the front and let the students have a psychological adaptation process. Another example is the theme activity of "Uncovering the mystery of Internet cafes". Students have different understandings about the benefits and disadvantages of Internet cafes. Teachers use discussion or debate to let students clarify some understandings. That is to say, students are allowed to elaborate on different opinions on the same issue. For example, students in lower grades or students with weaker expressions also let them reproduce the scene or use the process of doing it, and sometimes let the students do it again for the students. The hierarchy of the process. Let the same table talk to each other first, then the group said, and finally the whole class showed.

Stick to a "normal" word. You have a constant, and the accumulation of time is effective; the most unhelpful, one exposure to ten cold into illusion. In the experiment of comprehensive education of heart disease, we often work hard and persevere. One is to guarantee the time of students' daily activities, and the other is to ensure the content of students' regular activities.

Pay attention to a "fruit" word.

In the experiment of comprehensive education of heart disease, we pay attention to the results of activities, the effects of activities, and the results of activities.

The result of focusing on activities is to carefully record and carefully analyze the results of each comprehensive mental activity.

Focus on the effects of the event. It is to pay attention to the self-evaluation of students after the event. Parent evaluation, teacher evaluation, etc., carefully summarize the experience and lessons of the activities, and provide theoretical and practical basis for the scientific and in-depth development of the activities.

Focusing on the results of the activity, it means that the school leaders and teachers who participated in the experiment wrote their own opinions on the comprehensive practice activities of heart-being, and summarized their experiences in the comprehensive practice of heart-being into a thesis. Students are also classified as good works or recommended to the relevant newspapers, or participate in the evaluation activities of the higher level organizations. The experiment of mental health comprehensive practice activities is both effective and fruitful.

We have also achieved the following six aspects in the operation of the comprehensive practice of heart disease.

In the first aspect, the content of the comprehensive practice of mental education is objectively combined with the surrounding natural environment, social environment, student life, and learning environment.

First, let students get close to the natural environment around them, love nature, and initially form the consciousness and ability to consciously protect the surrounding nature. For example, let students touch nature and enrich their understanding of nature; let students appreciate the natural world and develop a passion for nature; and through a variety of activities, understand the intrinsic connection between nature and oneself, and let students know how to protect and Improve the natural environment and practice it.

Second, let students inspect the surrounding social environment, consciously abide by social behavior norms, and increase social communication skills. Develop a preliminary sense of serving the society and a responsible attitude towards society. For example, let students know social resources and use them effectively; let students enter the society, familiarize with and abide by social behavior norms, develop interpersonal communication, develop cooperative quality, integrate into the collective; participate in community service activities as much as possible, and understand the significance of participating in community service. .

Third, let students gradually master the basic life skills, form a habit of self-care, and initially have the ability to recognize themselves and develop a diligent and positive attitude towards life. For example, let students pay attention to life hygiene, eat their daily routine; recognize various disasters and dangerous situations, learn self-protection; correct labor attitude, form good labor habits; recognize and understand yourself, establish ideals of life, and be proactive.

Fourth, to stimulate students' curiosity and curiosity, to initially develop the correct attitude to engage in inquiry activities, and to develop the initial ability to correctly explore problems. For example, let students focus on the problems in daily life and the surrounding environment, stimulate the enthusiasm of inquiry; examine the history of scientific discovery, feel and initially develop the spirit and character necessary to engage in inquiry activities; practice, learn to use some of the most basic tools and Instrument; try the general process of scientific inquiry, and initially grasp the ability to obtain information and process information.

The second aspect is the determination and general goal of the objectives of the “Three Realities” comprehensive practice theme activities.