第一篇：小學(xué)生心理健康教育論文(英文版)

talk about pupils' mental health

education

Abstract psychological health education is the quality of education should have the connotation, is the basic project of quality education.A good psychological quality of the students, can better adapt to the change of external environment, better play to their potential.Therefore, the mental health of contemporary students is particularly important.In the growth period of primary school students have many confusion, psychologically very contradictory, without exchange and talk to the object, there will be serious consequences such as psychological problems.Teachers and parents should grasp the psychological characteristics of pupils, and they exchange, solve their psychological conflicts, as a friend to chat with them, the good atmosphere that once formed, relations between the two sides are communicated, energetic children will open their hearts, put their worries, sadness, worry and fear speak out.Only in this way can the children who are in growth period smoothly through the troubled period, contradiction, make them fragile heart strong.Each person's life is the earliest accept is family education, family education is the starting point and foundation of education.In twenty-first Century the face of new challenges, minors need strong psychological quality.Now the primary school students are the only child in the family, they grew up in the parental care of growth.Child psychology to bear ability, psychological quality has become weakened, also lack the mental exercise and will hone, which is badly in need of our concern and attention.Parents as a child's first teachers, because of its unique advantages, to the child to develop mental health education has advantages.Mental health education in family is one of the important contents, but also will become the parents' responsibility.“ For every student's development” concept is coming, it than in the past teaching more attention to each student's the passions, pays attention to person's emotional life and the emotional experience, pay more attention to the moral life and the personality of the students, pay more attention to the dignity of students.The good psychological quality implementation of quality education in our country improve play a decisive role in the.Key words: primary school students；mental health education； quality education； ways of implementation

Outline

The rapid development of the economy in twenty-first Century, the rich material life, the media information is highly developed......These changes in environmental factors, we are faced with a dream and honed to coexist, the challenges and opportunities, hope and despair is accompanied, joy and pain of symbiosis, the happiness and suffering of parallel.The new century calls for high-quality talent, talent for mental health.In twenty-first Century the demand for high-quality talents for our current education puts forward higher requirements.Therefore to strengthen the psychological health education of Primary School of profound and great significance.一．Primary school students mental health research 1.Self centered 2.School factors 3.Family factors 二．Teachers of primary and secondary school students mental health education 1.Teachers should have a healthy psychology and master the knowledge of psychological health 2.Pay attention to students' psychological state, and create a good psychological environment in classroom 3.To satisfy their reasonable needs, from set up the correct outlook on life 4.The establishment of student mental health files, multi-level, all-round track students' Psychology 三．Family on children's psychological health education 1.To carry out family mental health education is the premise of change idea.2.To carry out family mental health education is the basis for understanding the child.3.To carry out family mental health education is the key to trust the children.4.To carry out family mental health education process, be sure to avoid long-term psychological punishment on children.5.Development of parents in the process of cultural quality and psychological quality, cultural quality and psychological status of parents influence character by environment influence on their physical and mental health.Chapter one A primary mental health research.1．self centered With the development of our national economy, the implementation of family planning, family 's only child was also increased, causing the entire family centers around the“ little emperor”“ little princess” to do everything for children, parents, children 's day, is to.The last cause students ego, ego, its outstanding performance is selfish.This attitude is bound to deformity.The children provide for oneself and live comfortably, growing much care, few people criticize them, suffer less easy to go to extremes, in the face of setbacks.Egocentric students, mostly withdrawn, indifference, he is the first to consider the oneself, or only consider themselves, between lack of friendly cooperation spirit.But vanity is strong, eat, wear between students in aspects of the competition, the pursuit of brand, self superiority strong, the lack of communication with others and lack of cooperation consciousness.Therefore, in interpersonal relationship, always by his classmates, have good interpersonal relationship.(1)psychological factors Psychological health is the essence of mental functional status, and decided to mental functional status and the fundamental reason is that the psychological activity of the internal mechanism.Therefore, the psychological quality of students development level and internal degree of perfection of the mechanism is also affecting the psychological health level of the main reason.Specifically, there are several factors: The first psychological contradiction and conflict.Psychological development in the contradiction and conflict is a very common phenomenon, in some cases, some problems or mental development is the important motivation.However, when the psychological contradiction and conflict is too intense or persistent, so that the main body of relying on its own strength has been unable to deal with, may produce psychological distress, cause some psychological problems and psychological barriers.For the students, the psychological development of the main contradiction is not complete contradiction, self development and external demand contradiction: physiological development and psychological development speed is not balanced contradiction, contradiction of incongruous of development of psychological process, psychological structure.These will affect the students' psychological state, we conduct mental health education should pay attention question.Second.Basic need satisfaction degree Need is the behavior of the individual is the driving force, all the activities of human beings is based on a need basis, reasonable need to satisfy the individuality full prerequisite for development.On the students, love needs, esteem needs, communication needs, is a necessary condition for the development of their mental health.If not fully meet, may lead to a lack of motivation, mood disorder, personality, abnormal reaction of deviation from such issues as.Of course, to meet the needs and not as fully as possible, some require excessive meet will also cause psychological development problems.As in a home grant whatever is requested child may lead to frustration and stress drop;some long served as a class cadre of students' sense of superiority is too strong, but lead to decreased adaptation.(2)mental weariness Learning is a hard thing, but now some student was spoiled, always hand clothing to eat a ready-cooked meal, eat the hardship, have hard-working spirit, no perseverance to overcome the problem, therefore the result is often very poor.Some of the children because of his poor grades, feel ashamed to show my face, but not to study hard to improve their performance, but do things by irregular ways, playing smart, even on cheating in examinations.As a result of bad or wrong, often blamed, criticism, forming the heavy psychological pressure, resulting in mental weariness.Mental weariness in addition to rebel attitude also includes students' spiritual victory.The students themselves have unpleasant things, do not actively looking for reasons to benefit, to efforts, but bad luck, find a is not the reason for the reasons to comfort themselves, accept yourself.Such as, the examination is not good, but that is their help those good students, not their difference, which show their good.2.In the school factors The school is student learning, the main living place, students spend most of their time in school, school education for its purpose, planned, organized and systematic characteristics and has the irreplaceable role, has great influence on the mental health of the students.The students spent in the school for quite a long time, the psychological quality is greatly influenced by the school.The school education and students' psychological health of the most important factors.Our country shows level to carry out the exam-oriented education, examination-oriented education in China a period plays a positive role, but with the development and progress of society, the human system more show malpractice.The exam-oriented education directly related to people 's primary and secondary school students in examination, their demands, is the textbook knowledge, the teacher is the pursuit of the proportion, of concern for her students to learning, student achievement in a fall, and there is no good for no reason, from the students' psychological problems and slowly counseling, and more is to blame or tell parents, teachers and students have led to impassable gap, there is no good for the communication between teachers and students;according to the survey, most of the teachers there are“ eccentric” psychological, specific attention to good students, and for the poor performance of students choose to ignore, this leads to good performance the students' psychological burden, the poor performance of students downhearted, learning without passion, even were prevented from psychology, and then blindly nose or weariness from school phenomenon.Students form a kind of invisible pressure of competition, resulting in strained interpersonal relationships between students, not sincere exchanges, resulting in a lot of students have autism or depression.First, the teaching contents and methods The majority of our school teaching and examinational education mainly, dull teaching content, teaching method is unitary, unable to mobilize the enthusiasm of students, to a certain extent to bring the students psychological pressure.Investigation show that, quite a part of students learning anxiety, fear of school, worried about the exam, to produce a series of physical and psychological disorders, such as headaches, insomnia, neurasthenia, loss of appetite, anxiety, depression and other phenomena.Russian educationalist Ushinski said:“ the children by shape, color, sound and general feeling and thinking things;if anyone wants to force them with other ways to think about things, so he is unreasonably, harmful stress with the nature of the child.” [16] the words appropriately summarizes the students thinking characters.As the quality education is truly implemented, the improvement of school teaching contents and methods become the consensus of educators, this will have on the pupils' mental health play a positive role in promoting.Second.Teachers' quality The quality of teachers on students' mental health is of vital importance, their ability, personality, teaching art, teaching methods are deeply affect the pupils.Higher quality teachers to understand students' psychological, not often in front of her class to criticize or satirical student, but considering the students' self-esteem, be good at giving systematic guidance, enable students to correctly understand themselves and others, thus forming a positive personality.Some primary school teachers' psychological healthy enough, such as overly emotional, attitude to students are highly susceptible to their emotional impact, lack of self-control, this negative and unstable emotions is often caused by some of the pupils some psychological problems and psychological barrier reason.Third.The relationship between teachers and students Primary school teachers in the minds of students, especially in the lower grade student 's prestige is include parents, other people cannot compare.Because of this, the relationship between teachers and students the quality of the pupil 's influence is very obvious and profound.Good relationship between teachers and students can make the students to study has an active interest in the school life, to feel good, have a positive and optimistic attitude.However, due to the small number of teachers in educational idea is backward, cause of education behavior often exists certain deviation, not with the students to build up a democratic and equal relationship, which will be on the healthy development of students have direct adverse effects.(3)the social environment is the impact of primary mental health factors Social environmental factors including population, housing, the environment, transportation, public security, life of average per capita level, entertainment etc..Pupils living in the real social environment, the social environment factors bound to their psychological development have positive or negative effects.3.The family factors The family is the portrayal of a child character, emotion, will, form healthy psychology important place.Parsons put the family called“ personality of manufacturing factory”.Parents psychological quality, moral behavior, culture on children's achievement and growth, plays a vital role in.Primary school stage is the individual self concept gradually formed an important period, due to their lack of life experience, not a correct understanding of life, world outlook, outlook on life, values of fuzzy, lack of dealing with problems and the ability to distinguish right from wrong, extremely easy to go mental “detour”.On students' psychological health education, so that they have mental health is very important.This means, the teacher not only to complete the“ preaching, imparting knowledge, doubts” task, should also be a qualified counselors, assume carry out psychological health education is the new task.I later as a primary school teacher, on the pupils' psychological health education work to recognize and communicate with everyone.The second chapter Teachers of primary and secondary school students mental health education 1．teachers themselves should have healthy psychology and master the knowledge of psychological health Teachers are architects of the human soul.Their thoughts, words and actions, will be to bring the students play a decisive role influence, therefore, requires teachers should not only have high professional knowledge, but also have good psychological quality.At the same time, teachers should master certain knowledge of mental health, in education and teaching time to “ student mental health counselors” identity into the students' mind in education.When students in need of care, help, only teachers selfless to student Qingsa the nectar of love, in order to better shape, purify the hearts of the students.Only students in Teachers' true, true, true love cultivate, can have a healthy psychology, will be more actively engaged in the learning life.2．pay attention to students' psychological state, and create a good psychological environment in classroom As a teacher, we must not only attach importance to students' academic development, must also pay attention to students' physical and mental health.Although teachers master some knowledge of psychology, but also can be a good understanding of the psychology of students, most teachers think that students psychological problems can be smoothly done or easily solved with the growth of age.In fact, students have their special psychology, their psychological than adult sensitive, fragile.In some teachers encounter“ problem child”, the first thought is to family reasons, to transfer to the parents, not squat body and students communicate directly, so often hurt children's self-esteem, make them lose confidence, become silent, solitary, which directly lead to students psychological problems.A good psychological environment in classroom teaching is not only high quality guarantee, and cultivating the students' healthy psychological security.Psychology research shows that: the harmonious, pleasant atmosphere helps students to actively participate in classroom activities.In the teaching, teachers should play a guiding role, organizer, cooperation, create the best psychological atmosphere, make students' emotional experience, thought to get recognition, mental communication, emotional regulation, behavior are normative, enable students to fully display themselves, so that students can learn in the joyful atmosphere to understand, learn well.This not only enhances the students' learning interest, confidence and courage, but also cultivate students' mutual cooperation, joint research and positive spirit.Only the students approached the teacher, and the teacher become friends, can have healthy psychology 3． In meet the students' reasonable needs, from set up the correct outlook on life Reasonable to meet students' legitimate needs, is the primary form and maintain healthy psychology basic conditions.Pupils' reasonable needs include the survival and development of the necessary material needs, security needs, communication and the need of love, respect and trust to pupils' reasonable needs, if not appropriate to meet, will affect the normal growth, there will not be a mental health.Therefore, in the process of pupils' mental health education, teachers should give full play to the function of education, as well as possible for the students to create conditions, opportunities, meet the needs of students, to meet the needs of targeted using different methods to guide actively, make basic things of good and evil, beauty and ugliness, is not judge, screening.Pupil due to lack of judgment and self-control, is easy to meet the needs of the impulse drive, be unhealthy or unfair factors, take inappropriate methods and ways of satisfying, which leads to wrong behavior, which requires us to engage in pupils' mental health education counselor and teacher can according to the knowledge of the parties concerned, be good at identifying, discover in time, effectively giving control, treatment and guidance, let the students have a healthy psychological, healthy development.4．the establishment of student mental health files, multi-level, all-round track students' Psychology The pupils' mental health education is a long term work, establishment of mental health files for the students is very necessary.Mental health profile of content can be according to the school and student's specific circumstances, to include the student's personality, intelligence, learning adaptability, learning ability, life skills, ability to adapt the society and the family, the relationship between teachers and students, students relationship.Students' mental health files can provide scientific basis for mental health education, to develop targeted education, and can prevent the occurrence of various psychological problems.The students themselves can also be through psychological archives better understand themselves, grasp their own inner world, to better tap their own potential, yangchangbuduan.The students' psychological health education is a long-term, difficult process, but as long as we educational workers pay sincere, true, true love, all the “from the heart” to start, we can let the children have a healthy psychology.The third chapter Family on children's psychological health education 1.the implementation of family mental health education is the premise of change idea.In today 's quality education, must change the past that only children intelligence level, ignoring the psychological health level, personality development level stereotypes.Without a doubt, a psychological health of children is not a good moral.In real life, some children may only seem very obedient, grades are good, but the feeling is thin, weak, fragile personality, in rounded areas such as the development potential is very limited.The fact that a large number of educational practice, ideal, ambition, enterprising, diligence, hard work, perseverance, open-minded, good personality, to promote children's learning, development and it has an important role, as parents must take mental health as a child education target and content to full attention.Family education should be focus on book knowledge to focus on how to teach children the right man direction change.As a teacher of the Enlightenment of the parents for the children to create a good family atmosphere, with its cheerful, open-minded personality, democracy and equality in education style to influence a child, make love without favor, while strict degree.2.the implementation of family mental health education is the basis for understanding the child.Parents must understand the child's personality, ideal, emotion, interest and abilities of individual quality.In general children good activity, good imitation, curious, inquisitive, also has successfully, praise, love like craving for sympathy and understanding of psychology.The children are in the rapid development period of physiological, psychological, they do in learning, activities, the heart is always full of contradictions.They also often have conflicts with the outside world, is in an unstable state, often have a variety of psychological and behavioral problems.This is the family education in the special problems.Problems in children are not perfect results in psychological.Apparently, their problem is not come unexpectedly, often have a longer latency, there are always some performance.Such as self-conscious or eccentric, often with their parents and peers had a dispute, not hostile, cooperation.If the initial attention, check erroneous ideas at the outset, can make these children get to adapt to living environment, the development of good moral character and personality of the new favorable factors.3.the implementation of family mental health education is the key to trust the children.The relationship between parents and their children, seniors and juniors is the relationship, and are friends.The parents of the children should respect, understand, care;parents of their children should respect, trust, love, help.In daily life between parents and their children of disagreement or conflict, should be equality, on the basis of trust, by democratic negotiation method, and be good at giving systematic guidance, patient inspiration, move them.Usually, more respect for the child 's personality, trust them, care about their daily activities, as far as possible to meet their legitimate aspirations and demands, so that they truly feel friendly, lovely, parents can trust.So the children are willing to put his own mind, secrets of the heart to tell parents to listen to the children, the largest trust.At the same time, the parents must fully believe that the child's potential, they may have an unexpected life skills.Therefore, every child matters, no matter in the life, study, parents should not for others, but should give more instructive to help.4.the implementation of family mental health education process, be sure to avoid long-term psychological punishment on children.Children lack of life experience, sometimes the wrong thing, parents every day scold or often mention it, long time refused, will make the child mood of melancholy, even well into adulthood.Some problems of children themselves have emotional disorders, if the parents themselves easy impulse, will be more serious.Not in learning, entrance to exert pressure on their children, their children 's achievement as the evaluation standard in the course of time, the children, the children have aversive learning, mental disorder such as hate exam.Family education is an important part of education, the impact on children is far-reaching.All parents hope that their children can rise head and shoulders above others, Jackie Chan Fung, let us start from now on child psychology, so that children can have a good psychological state for their opportunities and challenges.5.On of parents in the process of cultural quality and psychological quality, cultural quality and psychological status of parents influence character by environment influence on their physical and mental health.If our parents' literacy is high, use their knowledge and strong desire to influence and education of their children, their indomitable enterprising spirit cultivation.The end In conclusion, primary school students are the future of the motherland, is the hope of the nation, is the socialism modernization builders and successors of the motherland, is the realization of the great rejuvenation of the hope.According to the psychological characteristics of primary school and mental health problems take scientific measures, family, school, society should cooperate closely, strengthen the students' psychological health education, actively promote quality education, advancing with the times, blaze new trails, to the education of our country is more brilliant.Strengthening the psychological health education in primary school has important and far-reaching significance, and strive to cultivate the talent needed by the development in the new century, make the society more harmonious.works cited [1] 百度文庫(kù).淺論小學(xué)生心理健康的必要性.[2] 百度文庫(kù).小學(xué)生常見(jiàn)心理輔導(dǎo)匯編.[3]李東紅：學(xué)生心理輔導(dǎo) 21世紀(jì)的教育選擇 廣東教育出版社2008年 [4] 《小學(xué)上健康心理發(fā)展能力》上海文化出版社，2006 [5] 高平.影響中小學(xué)生心理健康的因素分析[J ]天津師范大學(xué)學(xué)報(bào)(社科版),2002 ,(2):76-80.[6]《教學(xué)與管理》

第二篇：小學(xué)生心理健康教育論文

小學(xué)生心理健康教育論文

小學(xué)生心理健康教育是根據(jù)小學(xué)生生理、心理發(fā)展的規(guī)律和特點(diǎn)，運(yùn)用心理學(xué)的教育方法和手段，培養(yǎng)小學(xué)生良好的心理素質(zhì)，促進(jìn)小學(xué)生身心全面和諧地發(fā)展和整 體素質(zhì)全面提高的教育。教育部1999年13號(hào)文件《關(guān)于加強(qiáng)中小學(xué)心理健康教育的若干意見(jiàn)》中指出：良好的心理素質(zhì)是人的全面素質(zhì)中的重要組成部分，是 未來(lái)人才素質(zhì)中的一項(xiàng)十分重要的內(nèi)容。走近新課程，“為了每一位學(xué)生的發(fā)展”的理念撲面而來(lái)，它比過(guò)去的教育教學(xué)更關(guān)注每一位學(xué)生的喜怒哀樂(lè)，更關(guān)注人的 情緒生活和情感體驗(yàn)，更關(guān)注人的道德生活和人格養(yǎng)成，更關(guān)注學(xué)生的尊嚴(yán)。這意味著，今后對(duì)老師的要求不僅是要完成“傳道、授業(yè)、解惑”的任務(wù)，而且應(yīng)當(dāng)成 為一個(gè)合格的心理輔導(dǎo)員，承擔(dān)起開(kāi)展心理健康教育的新任務(wù)。因此在課程改革中科學(xué)、有效地開(kāi)展心理健康教育顯得尤為重要。下面我談兩點(diǎn)自己在新課程改革中自己對(duì)小學(xué)生心理健康教育工作的一點(diǎn)嘗試和體會(huì)：

一、創(chuàng)設(shè)和諧、宜人的教育教學(xué)物質(zhì)環(huán)境。

給孩子一片空氣，讓他們自由呼吸；給孩子一塊綠地，讓他們?cè)曰ǚN草；給孩子一片繪畫(huà)壁，讓孩子自由描繪；給孩子一片飼養(yǎng)園地，讓他們感受動(dòng)物的可愛(ài)。順孩子之天性，讓他們快樂(lè)的成長(zhǎng)。

創(chuàng)設(shè)優(yōu)美、安全、舒適的物質(zhì)環(huán)境。如校園的戶外場(chǎng)地富有變化，則具有激發(fā)小學(xué)生多種經(jīng)驗(yàn)，誘發(fā)小學(xué)多種活動(dòng)行為的功能。在活動(dòng)場(chǎng)內(nèi)，設(shè)計(jì) 豐富多彩的設(shè)備和材料，使處處充滿綠色和生機(jī)。教室是小學(xué)生主要的活動(dòng)空間，我們力爭(zhēng)使室內(nèi)寬敞明亮，溫馨舒適。所布置的內(nèi)容隨著教育目標(biāo)、季節(jié)變化而變 化。整潔優(yōu)美的物質(zhì)環(huán)境喚起了小學(xué)生對(duì)生活的熱愛(ài)，陶冶了小學(xué)生情操，充實(shí)了小學(xué)生生活，激發(fā)了小學(xué)生的求知欲，培養(yǎng)了小學(xué)生的探索精神與生活情趣。

二、創(chuàng)設(shè)民主、和諧的教育教學(xué)精神環(huán)境。

校園的教育教學(xué)精神環(huán)境是指校園中人與人之間的關(guān)系及校園校風(fēng)、氛圍等，它包括小學(xué)生生活、學(xué)習(xí)和游戲的人文因素和活動(dòng)空間。心理學(xué)家蘇霍姆林斯基對(duì)認(rèn)知與情感的關(guān)系，作了這樣一個(gè)生動(dòng)而貼切的比喻：“情感如同肥沃的土地，知識(shí)的種子就播種在這個(gè)土地上。”反過(guò)來(lái)講，如果離開(kāi)“情感”這塊“肥沃的土地”，也就結(jié)不出“良好的發(fā)展”的果實(shí)。

1、平等相待學(xué)生，跨越陳舊的“代溝”。

在課程改革環(huán)境下，要求教師轉(zhuǎn)變心態(tài)，改變以往居高臨下的權(quán)威態(tài)度，以親切的面孔、用平等、和諧的口吻與學(xué)生交流，縮短師生間的“心距”。學(xué)生在 這樣一個(gè)人格得到尊重、情感得到理解、行為得到鼓勵(lì)、努力得到肯定的氛圍中，就能盡情釋放自己潛在的創(chuàng)造能量，毫無(wú)顧慮地表達(dá)自己的思想感情，自然地表露 出自己的困惑疑問(wèn)，首先就是創(chuàng)設(shè)和諧輕松愉快的學(xué)習(xí)環(huán)境。

良好的課堂心理環(huán)境是高質(zhì)量教學(xué)的有力保證。心理學(xué)研究表明：和諧、愉悅的氛圍有助于學(xué)生積極參與課堂活動(dòng)，而緊張、冷漠的氣氛會(huì)大大抑 制學(xué)生學(xué)習(xí)的熱情。如何減輕

消除學(xué)生學(xué)習(xí)上的心理壓力，培養(yǎng)學(xué)生對(duì)學(xué)習(xí)的一種良好心態(tài)？教學(xué)中，教師要扮演好一名引導(dǎo)者、組織者、協(xié)作者的角色，創(chuàng)造最佳 的心理氛圍，使學(xué)生情感得到體驗(yàn)，心靈得到溝通，理念得到認(rèn)同，情緒得到調(diào)節(jié)，行為得到訓(xùn)練，讓學(xué)生充分地展示自我，從而使學(xué)生能學(xué)得懂、學(xué)得好、學(xué)得輕 松。這樣不僅增強(qiáng)學(xué)生的學(xué)習(xí)興趣、信心和勇氣，而且培養(yǎng)了學(xué)生相互協(xié)作，共同探究的精神。當(dāng)學(xué)生的思維、情趣、愛(ài)好都有了張揚(yáng)的空間時(shí)，就會(huì)走進(jìn)老師和老 師攀談并成為朋友，為學(xué)生的心理能夠健全發(fā)展打下了扎實(shí)的基礎(chǔ)。

2、師生真誠(chéng)相對(duì)，理解鑄就成長(zhǎng)。

在人際交往中，真誠(chéng)是最重要的，要做到能理解別人，設(shè)身處地為他人著想。作為教師，在學(xué)生面前必須表現(xiàn)一個(gè)真實(shí)的自我，用真誠(chéng)的愛(ài)去對(duì)待每位學(xué) 生，才能使學(xué)生感到真實(shí)、可信。蒙臺(tái)梭利說(shuō)：“教師不僅是一個(gè)教師，還是一個(gè)心理學(xué)家，因?yàn)樗笇?dǎo)兒童的生活和心靈。” 開(kāi)展心理健康教育有一個(gè)重要的 原則就是理解。成年人渴望理解，小孩更渴望理解。許多成功的教育案例告訴我們：不理解何來(lái)教育。我們只有通過(guò)各種途徑，深入地理解我們的學(xué)生，才能達(dá)到成 功教育的目的。

作為一名老師，一名心理輔導(dǎo)員，如果不理解兒童的心理情感，不與他們真誠(chéng)的相處，他是難以順利開(kāi)展工作的。隨著社會(huì)的不斷變化發(fā)展，人的心 理也在不斷地變化著。社會(huì)的因素，家庭的教育都給我們的教育帶來(lái)了一定的難度，唯有積極探索，適應(yīng)新情況，敢于面對(duì)新問(wèn)題，才能不斷地發(fā)現(xiàn)兒童的最新動(dòng) 態(tài)，走出一條與時(shí)俱進(jìn)而不會(huì)落后的道路。現(xiàn)代的教育觀認(rèn)為，教師不應(yīng)該是教育的主宰，不應(yīng)該再有權(quán)威不可侵犯的思想。命令、強(qiáng)迫的教育方式其實(shí)是把軟刀子，不但否定了學(xué)生的權(quán)利和尊嚴(yán)，導(dǎo)致學(xué)生的心理障礙，而且扼殺了學(xué)生的創(chuàng)造力。放下架子，努力創(chuàng)設(shè)寬松、和諧的氛圍，以朋友的身份與學(xué)生交流，用真誠(chéng)換真誠(chéng)，讓學(xué)生切實(shí)感覺(jué)到你是他的朋 友，你才能深入他們的內(nèi)心世界，才能使他們從心里接受你善意的意見(jiàn)與建議。

3、傾注真心真愛(ài)，促進(jìn)感情內(nèi)化。

師生心理交融的基礎(chǔ)是感性的交情，也是愛(ài)的投入。教師應(yīng)重視那些存在各種缺點(diǎn)的學(xué)生，多關(guān)心有心理障礙的學(xué)生。因?yàn)檫@些學(xué)生常常由于這樣或那樣的 原因，心理上受到壓抑，失去平衡，性格比較孤僻，心理也比較脆弱。當(dāng)學(xué)生遇到不順心的事時(shí)，就會(huì)產(chǎn)生不良情緒，并對(duì)學(xué)習(xí)和生活造成一定的影響。如何讓這種 消極的影響降到最小？我認(rèn)為教師應(yīng)深入了解學(xué)生，善于與學(xué)生溝通，進(jìn)行談心、交流，進(jìn)而開(kāi)導(dǎo)學(xué)生，傾聽(tīng)學(xué)生的內(nèi)心情感，感知學(xué)生的內(nèi)心世界，以老師真誠(chéng)的 愛(ài)去關(guān)心、呵護(hù)每個(gè)學(xué)生，讓學(xué)生的心靈得以寄托，讓學(xué)生的情感得到傾訴，精神得到依靠。當(dāng)學(xué)生需要關(guān)心、幫助時(shí)，老師應(yīng)及時(shí)伸出援助之手幫助學(xué)生，使學(xué)生 幼小的心靈得到鼓舞，讓學(xué)生相信自己一定能行，逐步養(yǎng)成良好的心理品質(zhì)。

總之，加強(qiáng)學(xué)校心理健康教育是當(dāng)前學(xué)校教育改革在新形勢(shì)下的新視角，它注重全體學(xué)生的心理素質(zhì)的發(fā)展，雖然，開(kāi)展心理健康教育的方法與途徑有很 多，但我個(gè)人認(rèn)為，事實(shí)也證明了，當(dāng)學(xué)生需要關(guān)心、幫助時(shí)，教師只有對(duì)學(xué)生傾注真情的愛(ài)，才能更好地塑造、凈化學(xué)生的心靈，才能讓學(xué)生更好地去掌握科學(xué)文 化知識(shí)，學(xué)生只有在教師“真愛(ài)”的陶冶下，才能更積極地投入到學(xué)習(xí)中，這是開(kāi)展心理健康教育不可缺的方法與手段。

第三篇：小學(xué)生心理健康教育論文

小學(xué)生心理健康教育論文

小學(xué)生心理健康教育是根據(jù)小學(xué)生生理、心理發(fā)展的規(guī)律和特點(diǎn)，運(yùn)用心理學(xué)的教育方法和手段，培養(yǎng)小學(xué)生良好的心理素質(zhì)，促進(jìn)小學(xué)生身心全面和諧地發(fā)展和整體素質(zhì)全面提高的教育。教育部1999年13號(hào)文件《關(guān)于加強(qiáng)中小學(xué)心理健康教育的若干意見(jiàn)》中指出：良好的心理素質(zhì)是人的全面素質(zhì)中的重要組成部分，是未來(lái)人才素質(zhì)中的一項(xiàng)十分重要的內(nèi)容。走近新課程，“為了每一位學(xué)生的發(fā)展”的理念撲面而來(lái)，它比過(guò)去的教育教學(xué)更關(guān)注每一位學(xué)生的喜怒哀樂(lè)，更關(guān)注人的情緒生活和情感體驗(yàn)，更關(guān)注人的道德生活和人格養(yǎng)成，更關(guān)注學(xué)生的尊嚴(yán)。這意味著，今后對(duì)老師的要求不僅是要完成“傳道、授業(yè)、解惑”的任務(wù)，而且應(yīng)當(dāng)成為一個(gè)合格的心理輔導(dǎo)員，承擔(dān)起開(kāi)展心理健康教育的新任務(wù)。

因此在課程改革中科學(xué)、有效地開(kāi)展心理健康教育顯得尤為重要。下面我談幾點(diǎn)自己對(duì)小學(xué)生心理健康教育工作的一點(diǎn)嘗試和體會(huì)：

1、平等相待學(xué)生，跨越陳舊的“代溝”。

在課程改革環(huán)境下，要求教師轉(zhuǎn)變心態(tài)，改變以往居高臨下的權(quán)威態(tài)度，以親切的面孔、用平等、和諧的口吻與學(xué)生交流，縮短師生間的“心距”。學(xué)生在這樣一個(gè)人格得到尊重、情感得到理解、行為得到鼓勵(lì)、努力得到肯定的氛圍中，就能盡情釋放自己潛在的創(chuàng)造能量，毫無(wú)顧慮地表達(dá)自己的思想感情，自然地表露出自己的困惑疑問(wèn)，首先就是創(chuàng)設(shè)和諧輕松愉快的學(xué)習(xí)環(huán)境。

良好的課堂心理環(huán)境是高質(zhì)量教學(xué)的有力保證。心理學(xué)研究表明：和諧、愉悅的氛圍有助于學(xué)生積極參與課堂活動(dòng)，而緊張、冷漠的氣氛會(huì)大大抑制學(xué)生學(xué)習(xí)的熱情。如何減輕消除學(xué)生學(xué)習(xí)上的心理壓力，培養(yǎng)學(xué)生對(duì)學(xué)習(xí)的一種良好心態(tài)？教學(xué)中，教師要扮演好一名引導(dǎo)者、組織者、協(xié)作者的角色，創(chuàng)造最佳的心理氛圍，使學(xué)生情感得到體驗(yàn)，心靈得到溝通，理念得到認(rèn)同，情緒得到調(diào)節(jié)，行為得到訓(xùn)練，讓學(xué)生充分地展示自我，從而使學(xué)生能學(xué)得懂、學(xué)得好、學(xué)得輕松。這樣不僅增強(qiáng)學(xué)生的學(xué)習(xí)興趣、信心和勇氣，而且培養(yǎng)了學(xué)生相互協(xié)作，共同探究的精神。當(dāng)學(xué)生的思維、情趣、愛(ài)好都有了張揚(yáng)的空間時(shí)，就會(huì)走進(jìn)老師和老師攀談并成為朋友，為學(xué)生的心理能夠健全發(fā)展打下了扎實(shí)的基礎(chǔ)。

2、師生真誠(chéng)相對(duì)，理解鑄就成長(zhǎng)。

在人際交往中，真誠(chéng)是最重要的，要做到能理解別人，設(shè)身處地為他人著想。作為教師，在學(xué)生面前必須表現(xiàn)一個(gè)真實(shí)的自我，用真誠(chéng)的愛(ài)去對(duì)待每位學(xué)生，才能使學(xué)生感到真實(shí)、可信。蒙臺(tái)梭利說(shuō)：“教師不僅是一個(gè)教師，還是一個(gè)心理學(xué)家，因?yàn)樗笇?dǎo)兒童的生活和心靈。” 開(kāi)展心理健康教育有一個(gè)重要的原則就是理解。成年人渴望理解，小孩更渴望理解。許多成功的教育案例告訴我們：不理解何來(lái)教育。我們只有通過(guò)各種途徑，深入地理解我們的學(xué)生，才能達(dá)到成功教育的目的。

作為一名老師，一名心理輔導(dǎo)員，如果不理解兒童的心理情感，不與他們真誠(chéng)的相處，他是難以順利開(kāi)展工作的。隨著社會(huì)的不斷變化發(fā)展，人的心理也在不斷地變化著。社會(huì)的因素，家庭的教育都給我們的教育帶來(lái)了一定的難度，唯有積極探索，適應(yīng)新情況，敢于面對(duì)新問(wèn)題，才能不斷地發(fā)現(xiàn)兒童的最新動(dòng)態(tài)，走出一條與時(shí)俱進(jìn)而不會(huì)落后的道路。

現(xiàn)代的教育觀認(rèn)為，教師不應(yīng)該是教育的主宰，不應(yīng)該再有權(quán)威不可侵犯的思想。命令、強(qiáng)迫的教育方式其實(shí)是把軟刀子，不但否定了學(xué)生的權(quán)利和尊嚴(yán)，導(dǎo)致學(xué)生的心理障礙，而且

扼殺了學(xué)生的創(chuàng)造力。放下架子，努力創(chuàng)設(shè)寬松、和諧的氛圍，以朋友的身份與學(xué)生交流，用真誠(chéng)換真誠(chéng)，讓學(xué)生切實(shí)感覺(jué)到你是他的朋友，你才能深入他們的內(nèi)心世界，才能使他們從心里接受你善意的意見(jiàn)與建議。

3、傾注真心真愛(ài)，促進(jìn)感情內(nèi)化。

師生心理交融的基礎(chǔ)是感性的交情，也是愛(ài)的投入。教師應(yīng)重視那些存在各種缺點(diǎn)的學(xué)生，多關(guān)心有心理障礙的學(xué)生。因?yàn)檫@些學(xué)生常常由于這樣或那樣的原因，心理上受到壓抑，失去平衡，性格比較孤僻，心理也比較脆弱。當(dāng)學(xué)生遇到不順心的事時(shí)，就會(huì)產(chǎn)生不良情緒，并對(duì)學(xué)習(xí)和生活造成一定的影響。如何讓這種消極的影響降到最小？我認(rèn)為教師應(yīng)深入了解學(xué)生，善于與學(xué)生溝通，進(jìn)行談心、交流，進(jìn)而開(kāi)導(dǎo)學(xué)生，傾聽(tīng)學(xué)生的內(nèi)心情感，感知學(xué)生的內(nèi)心世界，以老師真誠(chéng)的愛(ài)去關(guān)心、呵護(hù)每個(gè)學(xué)生，讓學(xué)生的心靈得以寄托，讓學(xué)生的情感得到傾訴，精神得到依靠。當(dāng)學(xué)生需要關(guān)心、幫助時(shí)，老師應(yīng)及時(shí)伸出援助之手幫助學(xué)生，使學(xué)生幼小的心靈得到鼓舞，讓學(xué)生相信自己一定能行，逐步養(yǎng)成良好的心理品質(zhì)。

總之，加強(qiáng)學(xué)校心理健康教育是當(dāng)前學(xué)校教育改革在新形勢(shì)下的新視角，它注重全體學(xué)生的心理素質(zhì)的發(fā)展，雖然，開(kāi)展心理健康教育的方法與途徑有很多，但我個(gè)人認(rèn)為，事實(shí)也證明了，當(dāng)學(xué)生需要關(guān)心、幫助時(shí)，教師只有對(duì)學(xué)生傾注真情的愛(ài)，才能更好地塑造、凈化學(xué)生的心靈，才能讓學(xué)生更好地去掌握科學(xué)文化知識(shí)，學(xué)生只有在教師“真愛(ài)”的陶冶下，才能更積極地投入到學(xué)習(xí)中.

第四篇：小學(xué)生心理健康教育策略論文

小學(xué)生心理健康教育策略論文

【摘要】

小學(xué)思想品德課應(yīng)重視對(duì)學(xué)生進(jìn)行心理健康教育。探討小學(xué)思想品德課教學(xué)過(guò)程中的心理健康教育方法，對(duì)提高思想品德教育的實(shí)效性有重要意義。小學(xué)思品課中常用的心理健康教育策略有明理法、陶冶法、感染法、示范法、鍛煉法。

【關(guān)鍵詞】

小學(xué)思想品德;心理健康

小學(xué)思想品德課是一門典型的育人課程，是對(duì)學(xué)生實(shí)施公民道德教育的主渠道。在思品課教學(xué)中如何進(jìn)行心理健康教育，是每位思品課教師應(yīng)該思考也應(yīng)解決好的重要問(wèn)題。就現(xiàn)行思品教材而言，都重視對(duì)學(xué)生進(jìn)行心理健康教育，但就其中的方法來(lái)說(shuō)，則尚存在欠缺。如果能在這方面有所突破，肯定會(huì)對(duì)小學(xué)生的道德能力發(fā)展更具有指導(dǎo)意義。因此，探討小學(xué)思品課教學(xué)過(guò)程中的心理健康教育方法，對(duì)于提高思想品德教育的實(shí)效性，確是當(dāng)務(wù)之急。現(xiàn)在筆者就小學(xué)思品課教學(xué)中五種常用的心理健康教育策略作些探索。

一、明理法

小學(xué)生心理品質(zhì)的形成是以他們的道德認(rèn)識(shí)為基礎(chǔ)的。所謂明理法，就是注重培養(yǎng)學(xué)生的道德認(rèn)識(shí)，引導(dǎo)學(xué)生正確認(rèn)識(shí)和評(píng)價(jià)現(xiàn)實(shí)生活中的真善美和假惡丑現(xiàn)象，使他們形成正確的是非觀、美丑觀和榮辱觀，從而培養(yǎng)他們的良好心理品質(zhì)，達(dá)到心理健康教育的目的。學(xué)生的心靈是純潔無(wú)瑕的，教師在思品教學(xué)過(guò)程中，著重點(diǎn)在于通過(guò)課程的教學(xué)來(lái)塑造孩子美好的心靈，培養(yǎng)健康的心理。小學(xué)階段是人生的起步階段，學(xué)生是國(guó)家的未來(lái)，對(duì)學(xué)生的思想品德教育是培養(yǎng)孩子的重中之重。如在“明禮”教育中，有位老師從《中華成語(yǔ)故事》的錄像帶中挑選《曾子殺豬》的片段在課堂上播放，而后讓學(xué)生討論有關(guān)“誠(chéng)信”方面的話題。這樣，學(xué)生對(duì)《講信用》一課中對(duì)做人要“一諾千金”和“言必信，行不正”等有了較深的理解，也明白了人與人之間，單位與單位，國(guó)家與國(guó)家之間如果不講誠(chéng)信會(huì)有怎樣的后果。

可見(jiàn)，在小學(xué)思品課教學(xué)中，通過(guò)明理方法進(jìn)行教學(xué)，在提高小學(xué)生道德認(rèn)識(shí)的同時(shí)，也培養(yǎng)了他們良好的心理品質(zhì)。

二、陶冶法

和諧、愉悅的環(huán)境有利于學(xué)生健康心理品質(zhì)的形成。陶冶法就是努力營(yíng)造良好的教學(xué)環(huán)境，如建設(shè)良好的班集體、創(chuàng)設(shè)優(yōu)良的校風(fēng)、設(shè)置成功教育的情境等等，使學(xué)生的身心于潛移默化中得到陶冶。為了培養(yǎng)學(xué)生開(kāi)朗的性情，陶冶他們的情操，小學(xué)教師在思品課教學(xué)中應(yīng)該設(shè)法陶冶學(xué)生的心靈。一位教師在上課時(shí)，先組織學(xué)生看了一個(gè)小品，內(nèi)容是某同學(xué)因一點(diǎn)小事而生氣，然后讓大家討論：生氣好不好？為什么？使大家認(rèn)識(shí)到生氣對(duì)人的身體和精神都沒(méi)有好處，經(jīng)常生氣不但容易得病，而且還會(huì)影響到與別人的關(guān)系，老師、家長(zhǎng)、同學(xué)都不喜歡好生氣的人。在課堂教學(xué)之余，老師積極進(jìn)行良好班集體的建設(shè)，經(jīng)常組織“班級(jí)之最”的評(píng)選。凡是在寬容、大度、不斤斤計(jì)較等方面有進(jìn)步的同學(xué)，就能得到一個(gè)相應(yīng)的榮譽(yù)稱號(hào)，并且他的名字還要被寫(xiě)上“班級(jí)之最”光榮榜。這樣，就在班級(jí)營(yíng)造起了一種和睦相處、團(tuán)結(jié)互愛(ài)、積極向上的氛圍。久而久之，這個(gè)班學(xué)生的情感得到了熏陶，自信心得到了增強(qiáng)，學(xué)習(xí)勁頭更足了，班上因一點(diǎn)小事而相互吵鬧的現(xiàn)象也就基本絕跡了。小學(xué)生的心理比較脆弱，而且?guī)熒g的行為方式和人格特質(zhì)往往會(huì)對(duì)學(xué)生的心理產(chǎn)生較大影響。因此，在思品課教學(xué)中有機(jī)滲透心理健康教育因素，使學(xué)生在一個(gè)和諧快樂(lè)的環(huán)境中學(xué)習(xí)和生活，這從某種角度上說(shuō)就是對(duì)小學(xué)生情感的一種積極的陶冶。

三、感染法

人的情感總是相互感染的。感染法就是教師不但用自己健康美好的情感與言行去感染學(xué)生，而且充分挖掘教材，積極促進(jìn)學(xué)生間的交往，使良好的情感相互感染，不斷增強(qiáng)。小學(xué)思品教學(xué)不能光限于書(shū)本和課堂教學(xué)，要讓教學(xué)產(chǎn)生良好的效果，關(guān)鍵在于教學(xué)內(nèi)容能在學(xué)生中間產(chǎn)生共鳴。作為教學(xué)主體的學(xué)生，不能僅僅把他們看成教學(xué)灌輸?shù)膶?duì)象，特別是在豐富多彩的家庭和社會(huì)生活中，學(xué)生對(duì)某些社會(huì)事物的看法，往往會(huì)對(duì)其心理發(fā)展產(chǎn)生較大的影響。因此，在思品課的教學(xué)中，要打破傳統(tǒng)的課堂灌輸教學(xué)，努力著眼于對(duì)學(xué)生的啟發(fā)和引導(dǎo)，運(yùn)用情景和音像設(shè)備，以達(dá)到教學(xué)目的。有位教師在教學(xué)《敬禮，五星紅旗》一課時(shí)，由于該課的內(nèi)容是講述20世紀(jì)80年代一批身處異國(guó)他鄉(xiāng)的少先隊(duì)員尊敬國(guó)旗，維護(hù)國(guó)家榮譽(yù)的事。為了達(dá)到理想的效果，她先讓同學(xué)們預(yù)習(xí)了該課，然后讓他們運(yùn)用網(wǎng)絡(luò)、書(shū)籍和搜集家中音像制品等材料，學(xué)生的收獲遠(yuǎn)比老師想像的要多。他們?cè)谡n堂上播放了家里錄制的奧運(yùn)健兒領(lǐng)獎(jiǎng)時(shí)國(guó)旗冉冉升起的感人一幕，訴說(shuō)了沈陽(yáng)五星河體育館世界杯預(yù)選賽中中國(guó)足球提前出線時(shí)全場(chǎng)紅旗翻滾和北京申奧成功舉國(guó)歡慶的動(dòng)人場(chǎng)面，甚至唱《歌唱祖國(guó)》和《紅旗飄飄》兩首歌曲，從而了解了國(guó)旗和國(guó)家的關(guān)系和五星紅旗對(duì)我們中國(guó)的意義。整堂課中教師僅僅作為一名參與者與學(xué)生一同表述，有些內(nèi)容和錄像場(chǎng)面使教師們激動(dòng)不已。

四、示范法

青少年模仿性較強(qiáng)，他們常常以他人的人格行為作為自己的仿效對(duì)象，然后以特定的方式在自己身上再現(xiàn)出來(lái)，并逐步內(nèi)化為心理品質(zhì)。所謂示范法，就是為學(xué)生提供榜樣，指導(dǎo)他們?nèi)ツ７隆＿@些榜樣，首先應(yīng)該是教師自身，其次是教材中涉及到的領(lǐng)袖、偉人、科學(xué)家和英雄人物，再次是學(xué)生平時(shí)生活中接觸到優(yōu)秀人物，特別是學(xué)生中間的先進(jìn)人物。目前在社會(huì)上輕視勞動(dòng)和勞動(dòng)者的情況比較普遍，為了讓學(xué)生懂得要尊重勞動(dòng)這一教學(xué)目的，老師在教學(xué)《勞動(dòng)不分貴賤》這一課時(shí)，不要光從書(shū)本中講述，可以讓學(xué)生的思緒從課堂走向社會(huì)，探詢自己身邊的、被人們真正尊重而又是普通勞動(dòng)者的人和事，喚起學(xué)生對(duì)每一位勞動(dòng)崗位上的人的尊敬，樹(shù)立正確的勞動(dòng)觀。老師在討論中可啟發(fā)學(xué)生：小區(qū)里的老伯經(jīng)常照顧雙職工父母的小孩，幫人代管代看物品;自己下崗的父母用勤勞的雙手起早摸黑做小生意支起一個(gè)幸福的家庭。這樣會(huì)使更多的學(xué)生明白自己的爺爺奶奶、爸爸媽媽、叔叔阿姨都是值得尊敬的普通勞動(dòng)者。

在教學(xué)的基礎(chǔ)上，我們應(yīng)因勢(shì)利導(dǎo)，還可與小區(qū)居委會(huì)聯(lián)合，將學(xué)生帶到居民社區(qū)，進(jìn)行衛(wèi)生、幫教、助殘實(shí)踐活動(dòng)，從而提高小學(xué)生的道德認(rèn)識(shí)和心理健康水平。

四、鍛煉法

心理品質(zhì)的形成都是學(xué)生自覺(jué)地參加社會(huì)實(shí)踐的結(jié)果。鍛煉法，就是針對(duì)學(xué)生心理發(fā)展特點(diǎn)，組織豐富多彩的活動(dòng)，提出一定的行為要求，引導(dǎo)學(xué)生積極參與，使他們?cè)诨顒?dòng)中得到鍛煉，從而增強(qiáng)集體觀念，培養(yǎng)克服困難的信心和勇氣。例如，結(jié)合每年的春游、秋游，學(xué)校可組織學(xué)生進(jìn)行遠(yuǎn)足活動(dòng)，并且要求他們不帶零食，只帶開(kāi)水。這樣做既培養(yǎng)了學(xué)生艱苦樸素的精神，又促進(jìn)了他們的互助、頑強(qiáng)、堅(jiān)毅等良好心理品質(zhì)的形成。

當(dāng)前的思品課教學(xué)，由于傳統(tǒng)教學(xué)思想的影響，給小學(xué)生以過(guò)多的禁錮，使他們總處于被動(dòng)的學(xué)習(xí)地位，忽視了學(xué)生主體精神的培養(yǎng)。作為思品課教師，要敢于向傳統(tǒng)的“規(guī)矩”模式挑戰(zhàn)。如執(zhí)教《不上當(dāng)受騙》一課，開(kāi)課時(shí)，教師可借助錄像創(chuàng)設(shè)這樣一個(gè)情景：有一天晚上，小麗獨(dú)自一人在家看電視，忽然聽(tīng)到敲門聲。小麗問(wèn)：“是誰(shuí)，有什么事?”敲門者說(shuō)是她爸爸的同事，要給他爸爸送一份文件。小麗站起身準(zhǔn)備去開(kāi)門，錄像停止。小麗是該開(kāi)門，還是不應(yīng)該開(kāi)門呢? 教師沒(méi)有急于讓學(xué)生作答，而是讓學(xué)生用自主選擇座位的形式來(lái)回答“該開(kāi)門”還是“不該開(kāi)門”的問(wèn)題。同意開(kāi)門的同學(xué)坐左邊，不同意開(kāi)門的同學(xué)坐右邊，然后兩組學(xué)生對(duì)抗辯論回答“為什么”的問(wèn)題。這樣在學(xué)生自由組合的兩組對(duì)抗辯論中，學(xué)生知道了面對(duì)陌生人要提高警惕，不要輕信陌生人的花言巧語(yǔ)，學(xué)會(huì)自己保護(hù)。通過(guò)學(xué)習(xí)，學(xué)生經(jīng)歷了一次難忘的鍛煉。

又比如《遵守交通規(guī)則》一課，我們先通過(guò)課內(nèi)教學(xué)，讓學(xué)生知道為什么要遵守交通規(guī)則的意義和道理，再將學(xué)生帶到室外的馬路上、十字路口，指導(dǎo)他們辨認(rèn)交通標(biāo)志和信號(hào)燈，請(qǐng)交通警察進(jìn)行現(xiàn)場(chǎng)指導(dǎo)，讓小學(xué)生開(kāi)展相應(yīng)的行為實(shí)踐，從而幫助學(xué)生增強(qiáng)交通安全意識(shí)。總之，小學(xué)思想品德教學(xué)是一個(gè)塑造小學(xué)生美好心靈，培養(yǎng)學(xué)生健全人格、健康心理的過(guò)程。小學(xué)教師要在思品課教學(xué)中進(jìn)行心理健康教育，就要敢于探索，勇于實(shí)踐，只要教師富有一片愛(ài)心和誠(chéng)心，小學(xué)思品教學(xué)就一定能把品德教育和心理健康教育更有機(jī)且緊密地揉合起來(lái)，在培養(yǎng)小學(xué)生健康心理方面發(fā)揮出更大的作用。

第五篇：小學(xué)生心理健康教育論文 2

淺談小學(xué) 生心理健康教育

汪永康

（桃源中心學(xué)校）

【摘要】：心理健康教育作為學(xué)校的教育的一項(xiàng)內(nèi)容和整個(gè)教育體系的一個(gè)組成部分，學(xué)校應(yīng)把對(duì)學(xué)生的心理健康教育放在工作的突出位置，通過(guò)各種方法和途徑，在促進(jìn)學(xué)生獲得知識(shí)，培養(yǎng)能力的同時(shí)，強(qiáng)化學(xué)生的心理素質(zhì)培養(yǎng)，以保證學(xué)生和諧健康地成長(zhǎng)。

【關(guān)鍵詞】：小學(xué)生心理健康教育現(xiàn)狀

當(dāng)代中小學(xué)生是新世紀(jì)的一代，他們正處在身心發(fā)展的重要時(shí)期。做為一名教師，每次看到一些有關(guān)學(xué)生因品行、人格做出違法事情的時(shí)候，我的心情便很沉重。為何有那么多的學(xué)生，會(huì)無(wú)所顧忌地去違法犯罪，為患社會(huì)，我想這除了少數(shù)客觀的原因以外，更多的還在于對(duì)學(xué)生的心理素質(zhì)教育不夠重視，導(dǎo)致他們的心理不夠健康。對(duì)小學(xué)生的心理健康教育，尤其是偏僻農(nóng)村，實(shí)在是太匱乏了，根本跟不上當(dāng)今的社會(huì)現(xiàn)象和各種心理需求，當(dāng)今的社會(huì)化心理問(wèn)題多多，學(xué)生家庭問(wèn)題、學(xué)校的教育等各種新時(shí)代所出現(xiàn)的問(wèn)題，都導(dǎo)致了學(xué)生的心理健康問(wèn)題，因此在課程改革中科學(xué)、有效地開(kāi)展心理健康教育顯得尤為重要。下面我來(lái)談?wù)勯_(kāi)展適合中小學(xué)生身心特點(diǎn)的心理健康教育工作的一點(diǎn)體會(huì)。

一、學(xué)校

1、校園主環(huán)境建設(shè)。環(huán)境建設(shè)是學(xué)校心理建設(shè)的首要任務(wù)。學(xué)校主環(huán)境，應(yīng)以嶄新面貌出現(xiàn)，盡可能地體現(xiàn)“新穎、整潔、明亮、美麗”的風(fēng)貌。要把各種建筑物構(gòu)建在綠化環(huán)境中，使學(xué)校成為花園式的大教室，讓池塘、名花異草、茂林修竹、綠色草坪也成為學(xué)生修身養(yǎng)性的環(huán)境。

2、校園文化建設(shè)。學(xué)校要通過(guò)開(kāi)展各種藝術(shù)、文化、體育、科技和學(xué)習(xí)名人等活動(dòng)，提高學(xué)生興趣，活躍學(xué)生身心，達(dá)到陶冶情操、美化生活、融洽師生

關(guān)系的目的，改善學(xué)生心理環(huán)境。

3、學(xué)校校風(fēng)建設(shè)。學(xué)生的生理、心理、智力、能力等綜合素質(zhì)，在良好的校風(fēng)校貌這個(gè)心理環(huán)境中能得到良好的發(fā)展。良好的校風(fēng)校貌也能為學(xué)校綜合性心理健康教育創(chuàng)造良好的心理環(huán)境。

4、學(xué)校還應(yīng)努力創(chuàng)設(shè)良好的家庭心理環(huán)境。學(xué)校可以聯(lián)合居委會(huì)等社區(qū)基層組織，定期對(duì)家長(zhǎng)進(jìn)行心理健康知識(shí)培訓(xùn)，向家長(zhǎng)傳授孩子身心發(fā)展的常識(shí)。讓家長(zhǎng)們認(rèn)識(shí)到：培養(yǎng)學(xué)生良好心理素質(zhì)離不開(kāi)和睦、文明、明朗、愉快的家庭環(huán)境。學(xué)生從小能生活在溫暖、愉快的家庭中，得到父母、長(zhǎng)輩的正確的愛(ài)，必然會(huì)感受到家庭的溫暖、安全、愉快，充滿歡樂(lè)和信心，良好的情緒從小就占據(jù)心理狀態(tài)的主要地位，從而保證每一個(gè)學(xué)生身心健康地發(fā)展。

二、教師

開(kāi)展心理健康教育，不只是一兩位專業(yè)教師的事，它還需要全體教師的重視和參與。教師不僅是學(xué)生知識(shí)的傳授者，更是學(xué)生學(xué)習(xí)的楷模，他們的一言一行對(duì)學(xué)生都有較大影響。我認(rèn)為為了學(xué)生的心理健康，教師還要做到以下幾方面：

1、教師要尊重學(xué)生。“該生是否尊重師長(zhǎng)”是班主任評(píng)定一個(gè)學(xué)生品行的首要條件，而作為班主任是否問(wèn)過(guò)自己“我尊重學(xué)生了嗎？”尊重學(xué)生包括尊重學(xué)生的人格，尊重學(xué)生的勞動(dòng)，尊重學(xué)生的成績(jī)，尊重學(xué)生的隱私??

2、教師不可有私心。這“私心”指的是班主任對(duì)待學(xué)生要公平、公正，不能感情用事。成績(jī)好的學(xué)生都受老師的青睞，但是我們教師不能因?yàn)槟衬硨W(xué)生成績(jī)好而偏心偏愛(ài)他，甚至做出不公平的決定。

3、教師要講誠(chéng)信。“誠(chéng)信”這詞不只是適用于商品社會(huì)，也是教師要做到的。有些教師在向家長(zhǎng)匯報(bào)學(xué)生情況時(shí)，會(huì)無(wú)意地把情況夸大或縮小；應(yīng)承了學(xué)生某些事情，過(guò)后又不認(rèn)帳；有時(shí)在學(xué)生面前和同事無(wú)所顧忌地亂扯??這些微小的事兒都會(huì)讓學(xué)生覺(jué)得，教師都可撒謊，我們?cè)趺床豢梢阅兀?/p>

三、開(kāi)展小學(xué)心理健康教育

1、每一位教師在上課時(shí)都應(yīng)該時(shí)刻記得幫助學(xué)生保持良好的情緒。對(duì)學(xué)生要和藹可親，以誘發(fā)其良好情緒；善于觀察學(xué)生情緒變化，及時(shí)排除不良情緒的干擾；減輕學(xué)生過(guò)重的課業(yè)負(fù)擔(dān)，創(chuàng)造生動(dòng)活潑的教育教學(xué)情境，使學(xué)生樂(lè)于學(xué)習(xí)；發(fā)現(xiàn)并表?yè)P(yáng)學(xué)生的優(yōu)點(diǎn)，尤其是“弱視群體”，更應(yīng)及時(shí)發(fā)現(xiàn)他們的閃光點(diǎn)，抓住教育契機(jī)給予不同方式的贊許，鼓勵(lì)他們進(jìn)取。

2、利用學(xué)科知識(shí)加強(qiáng)情感教育，培養(yǎng)健康情緒，使學(xué)生有良好的情感生活。

3、教師應(yīng)該引導(dǎo)學(xué)生建立良好的人際關(guān)系，保持心理相容。一個(gè)學(xué)生能與周圍人保持一種融洽，正常的交往，才能在心理上產(chǎn)生安全感，歸屬感和自信心。總之，小學(xué)階段是人生長(zhǎng)發(fā)育初期，這一時(shí)期生理發(fā)育很快，而心理則幾乎從零開(kāi)始，盡管孩子入學(xué)前受到家庭的一些影響，但是這與學(xué)校教育階段相比，則顯得微乎其微，小學(xué)階段的心理健康教育必將奠定孩子的心理健康基礎(chǔ)，一個(gè)人的性格、情緒、意志品質(zhì)、人格、興趣愛(ài)好及各種技能等都將在這一階段初步形成，人的潛能（想象力、創(chuàng)造力、記憶力、思維力、注意力等）也將初步得到開(kāi)發(fā)。我們只有從小抓起，加強(qiáng)學(xué)生心理健康教育，使他們初步形成健康的心理，才能為孩子的未來(lái)打下堅(jiān)實(shí)的基礎(chǔ)。