First, accurately grasp the combination of moral education textbooks and mental health education in primary schools.
Mental health education for primary school students is mainly to help primary school students understand and accept themselves, improve their adaptability to primary school life, develop good living habits and correct learning attitudes, and cultivate their cheerful, enterprising, gregarious, self-confident, independent, pioneering and innovative healthy personality. For primary school students, according to their physiological characteristics and cognitive ability, it is mainly to cultivate them to adapt to the new learning and living environment after entering primary school; Willing to associate with classmates and teachers; Overcome loneliness and timidity, feel the joy of studying and living together in the class team, learn to be friendly and humble in the interaction with classmates, enjoy early learning, be eager to learn, be careless in customer service, and gradually develop good study habits. In the first and second grades, moral education textbooks should strengthen the education of cultivating civilized manners and codes of conduct, and in the third to fifth grades, increase the educational requirements of caring for poor families and people in disaster areas, and strengthen the education of caring for others. In the teaching content and behavior requirements of the textbook, such contents as "exchange opinions with teachers", "learn to communicate with others" and "be confident and not feel inferior" have been added. There are many contents related to mental health education in Moral Character of Primary School. As long as we are good at discovering, grasping the whole, finding the right starting point and implementing it step by step, we can carry out mental health education.
Second, establish a good teacher-student relationship and create a good learning atmosphere.
I think the key to judge whether a teacher is successful depends on whether his teaching is welcomed by students, whether he can practice the learning style of practice, inquiry, cooperation and communication advocated by the new curriculum teaching, and take students as the main body to mobilize students' initiative and enthusiasm to the maximum extent. The quality of the first impression left by the first class of ideological and moral education directly affects students' motivation, interest, will and emotion, and also affects the development of students' moral and psychological education. Therefore, I will listen carefully in the first class, try to leave a good first impression on students and cultivate a good relationship between teachers and students, which is conducive to the efficient and orderly teaching in the future.
Third, cultivate students' independent innovation ability and discover the fun of learning.
Innovation is the soul of a nation's progress and an inexhaustible motive force for a country's prosperity. I should pay attention to two aspects in ideological and moral teaching: first, pay attention to cultivating students' imagination. Imagination plays a positive role in students' innovation. All innovative activities begin with creative imagination. Therefore, in teaching, we often design some links that students must imagine when using knowledge to solve practical problems, so as to cultivate students' innovative ability. The second is to cultivate students' practical ability. In classroom teaching, students should be given more opportunities to practice and explore, so that they can master and understand theoretical knowledge and use what they have learned to solve new problems. At the same time, organize various colorful social practice activities to provide rich raw materials for students' innovative imagination and innovative thinking. In teaching, an interesting part should be reserved for students to discover independently, so as to reflect the joy of new discovery and help keep students' interest in learning activities.
Fourth, cultivate students' ability of cooperation and communication and improve their self-confidence.
Cultivating students' cooperative consciousness, team spirit and cooperative ability in moral teaching has been paid more and more attention in modern society with fierce competition. Our education should cultivate people who can adapt to collective life and have a sense of cooperation, especially in moral education. In ideological and moral teaching, I often use the "practical activities" in the teaching materials to let students discuss and communicate freely in groups according to their own practical experience, so that every student can actively participate in the classroom and have the opportunity to express their opinions, which not only cultivates students' cooperation ability and expression ability, but also makes every student have the joy of success and allows students to enter the situation of exploring knowledge with a happy mood.
There is a common phenomenon in class. When asking questions, the students discussed enthusiastically and chattered. Once individual answers are specified when asking questions, there is no sound at all. Even if the teacher repeatedly emphasizes that he is wrong, it doesn't matter, as long as he expresses his views. Finally, only a few students were forced to answer questions. Some students never dare to speak because of lack of self-confidence. Everyone should know the formula: self-confidence+perseverance = success. Self-confidence is the psychology of believing that you have the ability to do something well. Also: self-confidence plays an important role on the road to success. Self-confidence conflicts with inferiority, and inferiority is a negative factor in self-cognition. If it is not handled properly, it will affect the initiative and enthusiasm of students to participate in learning activities. The damage to physical and mental health is also a stumbling block to students' learning activities. Therefore, it is necessary to help students prevent inferiority and cultivate and build self-confidence. In teaching, I use the novelty, suspense, difference and uncertainty of the content of the textbook to create problem situations, arouse students' cognitive conflicts and stimulate students' curiosity. Through infiltration education, students' psychological quality can be gradually improved.
Fifth, you can adjust your own psychology and learn to be the master of emotions.
Nine times out of ten things will go wrong in life. Indeed, in real life, we can't always be happy and everything goes well. Most students are spoiled now, but their frustration is poor. When their wishes are frustrated again and again, and the tension gradually accumulates, students will have angry hostility. If this bad mood cannot be corrected in time, it will lead to loneliness, loss of spiritual sustenance, even despair, emotional imbalance, loneliness, depression, indifference, no pursuit, no interest in people and things around you, or hatred for everything. In this case, students are prone to conflict, depression and even go to extremes. This is a manifestation of psychological disorder. Students should be educated to be masters of emotions. Adjust emotions, adjust mentality, and eliminate psychological barriers in time.
In class, I often use some activities to help students vent their emotions. For example, when teaching Growing Happiness and Worry, I asked students to write an event that made them happy and upset in the last week through small cards, and then collected all of them and distributed them to various groups for discussion and exchange. What would they do if they were in a similar situation? "How to let oneself walk out of depressed mood?" Finally, the group is invited to send representatives to speak. I will use inspiring language to evaluate the performance of each group in time, give correct guidance to their methods, and let them know that everyone has troubles. As long as we can treat them correctly, vent our emotions in time and be the master of them, we will not be led by them. Educating students to be masters of emotions, adjusting their mentality in time and treating people and things around them correctly are effective ways to overcome psychological obstacles.
In a word, ideological and moral education in primary schools is a process of shaping pupils' beautiful hearts and cultivating students' sound personality and healthy psychology. Primary school teachers must dare to explore and practice if they want to carry out mental health education in the process of thinking about quality. As long as teachers are full of love and sincerity, quality thinking teaching in primary schools will combine moral education with mental health education more organically and closely, and play a greater role in cultivating primary school students' healthy psychology.