Reducing the burden is not a new problem. Since the founding of New China, reducing the excessive schoolwork burden of primary and secondary school students has never stopped, but it often backfires. The reason for this is determined by China's national conditions, and it is the product of social development to a certain stage. In our country, the whole content of education has always been imparting knowledge, which requires a lot of indoctrination and explanation. Educators are required to understand what they have learned according to the intention of books and educators, and they emphasize the pursuit of consistency in thinking. Although the administrative department of education has repeatedly stressed the need to limit students' practice, after all, "practice makes perfect" can effectively cope with exams, and repeated practice becomes the only way to improve students' performance. This inertia formed over thousands of years can never be changed overnight. More seriously, the heavy schoolwork burden has become an important factor affecting students' mental health. Psychological research shows that long-term heavy burden will inevitably cause students' long-term emotional tension and anxiety, which will lead to different kinds and degrees of mental illness. According to the experts and scholars of the National Eighth Five-Year Key Scientific Research Project "Experimental Research Group of Mental Health Education in Primary and Secondary Schools", more than 1 10,000 students in 76 schools in Northeast China were psychologically tested. The results show that 35% of middle school students have abnormal psychological performance, nearly 30% of primary school students have failed in psychological quality, while only 8.2% are excellent or good, which is due to "psychological overload operation" and "long-term psychological accumulation" under great pressure. Therefore, research has been carried out all over the country: the investigation report of Guangxi Normal University and the investigation report of the National People's Congress Standing Committee (NPCSC) special inspection team in the 1990s should be relatively successful empirical research at the turn of the century, but they do not reflect the current situation and their contents are outdated; Relevant universities, academic institutions, periodicals, media, education administrative departments and even the government in Shanghai attach great importance to it and have achieved some cutting-edge research results and practical experience in China. In Japan, Czech Republic, Denmark and other countries, this research was carried out earlier and achieved good results. However, due to China's education system and other reasons, there are still the following problems in the research and implementation of burden reduction: 1, and most of the research stays in policy interpretation and puts forward reasonable suggestions or opinions, which is of little substantive significance; 2. There are many theoretical research results and few operational things; 3. There are more researches on external factors to solve the problem of reducing the burden, but less on internal psychological problems; 4. There are many research results in general, but there are few studies with local characteristics to solve the problem of reducing burden and increasing efficiency through mental health education.

During the Tenth Five-Year Plan period, our school carried out a special study on mental health education for middle school students in discipline teaching, and successfully completed the key topic of the provincial teaching and research section, Research on Mental Health Education in Classroom Teaching. The subject has been appraised by the expert group, and its research results have reached the leading level of the same kind in the province, which has good popularization value and application prospect. Through the research of this topic, teachers' teaching concepts are constantly updated, teaching methods have also undergone great changes, and the awareness and ability of teaching and scientific research have been further enhanced, laying a solid foundation for teaching and scientific research. However, based on the shortcomings of the Tenth Five-Year Plan, we have made a profound reflection and realized that we should not only infiltrate mental health education into subject teaching, but also study the excessive schoolwork burden and mental health education of primary school students at this stage. Because the heavy academic burden not only affects students' physical health, but also directly affects students' mental health, such as the formation and development of excellent character, social adaptability, learning interest, brain function, etc., and may lead to various physical and mental diseases.

Through the research of this topic, especially in view of the reasons why the heavy schoolwork burden affects the mental health of primary school students, we should use the basic principles, methods and counseling skills of psychology to change students' learning concepts, guide and reduce the psychological pressure of primary school students, improve their interest in learning, enhance their confidence in learning, etc., so as to further understand the psychological reasons of the heavy schoolwork burden of primary school students in theory and find effective countermeasures, so as to solve the problem of schoolwork burden of primary school students in practice, achieve the purpose of reducing burdens and increasing efficiency, and finally improve their psychology.

Second, the purpose and content of the study:

1. In primary school classroom teaching, how can teachers take effective mental health education measures against the pressure existing in modern students' daily study, so as to effectively reduce the burden and increase efficiency?

2. According to the teaching content and learning situation, carry out mental health education and study methods to improve students' mental health level.

3. Explore the ways to optimize the physical and mental state of the teaching class under the current class teaching.

4. Explore the cooperation of family, school and society to carry out mental health education, reduce the excessive burden that is not conducive to the healthy growth of students, and make students develop in a healthy, balanced and all-round way.

Third, research methods and approaches:

In the research of this topic, action research method and empirical research method are mainly adopted, combined with literature method and observation method, as follows:

1. Use the methods of objective evaluation and process evaluation to evaluate the effect of reducing burden and increasing efficiency and the development level of students' mental health.

2. Use modern educational technology to cooperate with teaching research to make teaching videos, conduct teaching reflection and case analysis, form effective strategies to reduce burdens and increase efficiency in practice, and continuously improve the level of mental health education for primary school students.

3. Regular exchange of information and learning, combined with practical thinking, repeated testing when applying theoretical assumptions to teaching practice, timely feedback, standardization and summary.

Fourth, the research steps:

1, preparation stage (July 2006-June 2006 5438+00)

Apply for projects, set up research groups and make research plans.

2. Implementation stage (165438+20061October-June 2008)

1 Carry out theoretical study and research

2. Revise and improve the research plan

According to the contents and methods of implementation, research and analysis are carried out, and effective strategies are adopted to reduce burdens and increase efficiency, so as to continuously improve the level of mental health education of primary school students and promote their healthy, balanced and all-round development.

3. Summary stage (July 2008-February 2008)

Objectively analyze the experimental objectives and contents, and write a conclusion report.

Verb (abbreviation of verb) forms of research results;

Compile research reports, research papers and teaching cases

Six, study the safeguard measures:

1. Strengthen leadership and provide financial support. The headmaster actively supports and guides the research group to carry out research activities, creates necessary conditions for research, provides necessary funds, solves problems in the research process and ensures the smooth progress of research activities.

2. Training teachers. Train project team members and related teachers, organize learning and independently explore teaching-related theories, update educational concepts, master research contents and methods, and understand relevant requirements of research.

3. Expert guidance. Experts from Hubei University, China Normal University and provincial teaching and research offices are invited to give guidance and help solve theoretical and methodological problems in the research.

4. Establish a research activity system. According to the research work plan, organize all members of the research group to carry out various research activities. During the activity, the main researchers and participants should express their opinions and undertake certain tasks. After each activity, carefully analyze the gains and losses and make records. Establish a project progress report system, carefully register the progress of the project, and establish a progress report register.

5. Strengthen the management of scientific research files. The project file is established by the project leader, and the teaching department is responsible for collecting, sorting and keeping it, and checking it regularly to ensure that the information is complete, accurate and systematic.