Mental health education activity class is a new course and an activity form for all students. Its characteristics are: taking solving problems in students' growth as the goal, organizing activities according to their psychological needs and age characteristics, taking students' activities as the center, taking students' psychological feelings and inner experiences as the center, taking students' psychological development and growth as the center, and taking students' learning as the goal to help themselves and others.

Class requirements 1. One core is to pay attention to students' psychological feelings and inner experiences, which is the core of psychological activity class. Teachers should guide students to tell their own personal experiences and inner emotional experiences and share them with other students. This requires mental health teachers to have corresponding abilities. Such as affinity with students' psychological compatibility; Have a language similar to that of students; Have keen insight and profound problem analysis ability; Have the ability to control the whole classroom; Have the professional theory and operational skills of school psychological counseling, such as communication skills such as attention and listening. Make use of appropriate opportunities to enhance students' psychological feelings and inner experiences. 2. The design of two psychological activity classes conforms to the characteristics of students' physical and mental development and psychological principles.

One is to understand the reality of students, and the psychological problems of students of different ages are different. The other is that most students face the same problem. We should internalize the relevant theories of psychology into teaching behavior. Last year, in the third mental health education and training class, Director Wang Xiuhua conducted professional training in this regard, which is also for this purpose. 3. Three Principles (1) and Activity Principles

The psychological activity class focuses on students' activities, and students mainly get direct experience. The traditional subject teaching is mainly taught by teachers, and students mainly gain indirect experience. The main purpose of psychological activity class is not to impart psychological knowledge, but to pay attention to process and method, emotional attitude and values. It is necessary to create a relaxing buffer for students, so that students can re-examine themselves, know themselves and accept themselves, and lay a foundation for their healthy development. To achieve this goal, teachers must design appropriate activities according to the characteristics of students' psychological development and the theme of activities, so that students can gain experience and feelings in participating in activities, thus changing their cognition and behavior and establishing good psychological quality.

⑵ Principle of equality: At the beginning of the 20th century, the American progressive education movement put forward a famous slogan: "Teachers should step off the platform in front of students and stand behind them." I don't comment on this sentence, but if you change your back to the middle and stand among the students, wouldn't it be in line with the students' wishes? It also truly reflects the equal status of teachers and students.

Students are the main body of psychological activity class learning, and teachers are the organizers, leaders, participants and promoters of students' learning. In subject teaching, teachers are the authority of knowledge, while students are in a relatively passive position. Psychological activity class requires teachers to put down the shelf of "dignity as a teacher" and establish a new type of teacher-student relationship of "equality, respect and friendship".

Establish a student view that students are the main body, students are valuable, students have potential, students are savvy and students can succeed. I believe that students are developing people with independent personality and dignity, their own choices and judgments, their own existence value, rich emotions, the ability to reflect on themselves and correct mistakes, and great development potential. namely

It is necessary for students to gain insights through their own personal experiences, so as to change their understanding and behavior. Teachers' responsibility to students is not to "instill" or "impart".

Don't think and solve problems for students, but help students tap their potential and learn to help themselves. Because there are many similarities between students in age, status, circumstances, interests, needs, etc., they are psychologically connected, and they are the easiest to communicate, accept and produce * * * sounds, which have great influence on each other. Therefore, teachers should be good at using self-help to help others, so as to fully mobilize students' consciousness, initiative and enthusiasm, thus improving their mental health level.

(3) the principle of participation

The degree of students' participation is an important measure of the effect of a psychological activity class. Students' psychological feelings and inner experiences are the core of psychological activity classes, and students' feelings and experiences must be obtained by participating in activities. It goes without saying that the higher the participation, the richer the students' feelings and experiences, and the better the effect of the activities. 4. Four basic modes (1) cognitive mode: This mode highlights "knowledge" and allows students to internalize external cognition into self-comprehension. For example, the skill of winning others' love taught by teacher Li Zhen in the third grade is such a model. Through several activities, let students know the three basic skills of winning the love of others: talking with others actively, praising others appropriately and worrying about others. (2) Activity mode: activity-oriented, through four links: venting, discussing, guiding and doing, namely, students' reasonable venting, expressing opinions widely, teachers' correct guidance and students' behavior changes, so that students can experience their feelings in the activities. Teacher Li Wenjie's class in No.2 Middle School is a typical activity mode. First of all, let students reasonably vent their dissatisfaction with their parents and express their views and opinions. Then the teacher will guide the students to put themselves in other's shoes, understand the parents' good intentions, build a bridge of spiritual communication, and reduce the influence of the generation gap on the healthy growth of children. (3) Training mode: focusing on thinking training, cultivating students' memory, observation, imagination and creativity, developing intelligence and cultivating ability. My observation class "Spreading the Wings of Thinking-Training of Imagination and Creativity" in the second training class and Li Wenjie's observation class "Inserting Flying Wings into Memory" in the third training class belong to this category. (4) Adjustment mode: focus on the adjustment of students' bad emotions, such as anxiety, emotional impulse, trouble and pain before the exam, so that students can learn the methods of emotional adjustment, learn emotional transformation, and face setbacks and tests confidently, positively, bravely and happily. In the third training class, Teacher Li Zhen's "Farewell to Painful Experience" is to let students learn to solve bad emotions and let them experience many methods, such as venting, transferring and self-control. 5. Five forms of activity (1) games: let students understand in the game through the game forms that students like to see and hear. This form is lively, students actively participate, and it is easy to get results.