如何开展小学生心理健康教育？英文双语对照

小学生正处于身心发育的关键时期，在这一时期如果出现心理失衡或人格上的偏差，将对他们的一生的成长产生严重的不良影响。在全面实施素质教育的今天，我们教育的目标就是培养全面发展的人，成为社会有用人才。全面发展包括身心两方面都得到健康发展。健康不仅仅是传统意义上的身体健康，还包括良好的精神状态、健全的社会适应能力，即身心健康。具有健康的心理是成为社会有用人才的关键，因此加强小学生的心理健康教育尤其重要。目前，小学生存在越来越多的心理问题，如嫉妒、自卑、任性、孤僻、逆反心理等，种种情况都表明对学生进行心理健康教育是必要的。那么，怎样才能做好小学生的心理健康教育呢？

首先，必须明确心理健康教育的目的。

对小学生进行心理健康教育的目的是帮助学生认识自己，接纳自己，管理自己；认识、掌握周围环境，同环境相适应；帮助学生解决面临的问题，应付危机，摆脱困难，增强面对环境与压力的能力和勇气；使学生去除特殊症状、改善行为、化解负面的思想与情感；指导学生选择、决策和制定行动计划；鼓励学生通过探索，寻求生活意义，认清自己内在的潜能，使其能过健康的有意义的、自我满足的生活。

其次，明确心理健康教育的内容。

根据小学生特点，其教育内容一般包括五个方面：1、健康与身体发展问题；2、学校教育与生活问题（学习缺乏计划性、学习习惯欠佳、读书不专心、厌恶学习、逃学旷课等）；3、人格问题（多愁善感、害羞、自卑、过分自信、粗心大意、缺乏同情心、与人不能相处、情绪不稳定等）；4、家庭与家属关系问题（父母独裁，对子女不能控制，破碎家庭，与学校不合作的家庭等）；5、社会与道德问题（说谎、不礼貌、小偷小摸、常提绰号、打架、欺负女生等）。

其三，要掌握几项原则。

1、面向全体学生原则。

学校心理健康教育是通过对学生的引导、指导、协助和服务，来促进学生的成长和发展。当对全体学生的教育工作做得有成效时，学生的问题便少发生，或容易解决。因此在制订教育计划时要着眼于全体学生，确定健康教育内容时要考虑大多数学生共同需要与普遍存在的问题，组织活动时要创造条件，让尽可能多的学生参与其中，特别是要给那些内向、沉静、腼腆、害羞、表达能力差、不太引人注目的学生提供参与和表现的机会，使全体学生都得到有效的教育。

2、尊重与理解学生原则。

尊重，就是尊重学生的人格与尊严，尊重每个学生平等的权利。理解，则要求教师以平等的态度，按学生的所思所想、所作所为、所感受的本来面目去了解学生。做到了尊重和理解，师生之间达到心灵沟通，从而产生一种“遇到自己人”的感觉。只有教师尊重学生时，学生才会尊重自己，珍惜自己的成绩和进步，体验到做人的尊严感。而自尊、自重、自信正是健全人格的重要特征，是心理健康教育追求的重要目标之一。学生如果被教师尊重和理解，他就会信任教师，愿意向老师倾吐内心的思虑、惶恐、苦闷。这种良好的师生关系，是心理健康教育获得成效的基本条件。

贯彻这一原则注意以下三点：

c、运用同感的态度和技术加深对受辅学生的理解。在教育过程中教师要“透过受教学生的眼睛看世界”，要把对学生的理解和感受反馈给学生，使学生感受到教师对他的尊重、理解和接纳，从而抛开心理上的防范，把自己内心世界的东西都说出来。

3、学生主体性原则。

在教育中要尊重学生的主体地位。以学生需要为出发点，尊重学生主体地位，鼓励学生“唱主角”。要鼓励学生发表看法、宣泄情感、探索解决问题的办法。教师应避免说“你听我说”、“我告诉你”之类的命令式的口吻，应用鼓励性、商量式的语气说话。如“我能体会”、“原来如此”、“请继续讲”、“你的意思是不是这样”、“请听听我的意见”、“我想作一点补充”、“我同情你的处境”等。

4、差异性原则。

承认学生在心理健康水平上存在明显的差异。充分尊重学生的心理健康水平差异，对不同年级、不同学生要进行分类指导，以满足其不同心理需要。尤其是对有心理问题或行为问题的学生要进行特殊的心理健康教育和个别指导。重视学生个别差异，强调对学生的个别化对待，是心理健康教育的精髓。教师要注意对学生个别差异的了解，不但要了解学生的共性，更要注重了解学生的个别性、差异性；通过一对一、面对面的接触来真正了解一个学生，恰当处理学生的害羞、自卑、防卫心理带来的沟通障碍。认真做好个案研究。积累个案资料，提高个别教育的实效。根据不同个体制订个别化教育目标。

其四，利用好几条途径。

一是在课堂教学中进行心理健康教育

课堂教育中的心理健康教育是指在课堂教学中充分利用多种心理因素，优化学生心理环境，调动学生的学习积极性、主动性，使学生在获得知识、增进文化的同时，以潜移默化的方式进行渗透性心理健康教育，促进其心理素质的全面提高。课堂教学不仅是知识教育过程，也是学生心理活动过程、心理发展过程。同学校其他心理教育形式相比，课堂心理健康教育在内容上具有广泛性、整体性。它不是针对某一种心理缺陷来有针对性地辅导、咨询或训练，而是对学生的整个心理世界而言的。既有兴趣、情感因素，也有意志、个性成分。课堂教学中的心理健康教育功能是隐形的，它是以潜移默化的方式，将心理影响积淀在学生的心理结构之中。因此，课堂教学中的心理健康教育更具有灵活性。

二是在活动中对学生进行教育。

让学生多参与教学活动，突出活动，但又不是纯粹的活动，而是通过活动让学生在活动中去体验，去感受，去认识他们面对的一切，让学生获得心理体验来改变自己的观念。学生心理素质发展不是靠“听”得到的，它是通过主体自身的活动实现的。在各种活动中，学生所有心理器官都直接与客观世界发生联系，从而丰富心理世界，发展心理素质。开展一些有针对性的结合学生学习与生活实际的有关活动，给学生机会，让学生在参与中、在做中真正受到心理健康教育。以活动为主寓心理健康教育于活动之中。在日常的教育教学实践中，随时抓住问题作为教育的契机开展生动、直观的心理健康教育活动，在生活中有意识地组织学生开展各种活动去实践、体验心理健康的知识等。通过这些生动、活泼、有趣、的活动，让学生受到实实在在的心理健康教育，并体会到心理健康教育来源于生活。

三是利用好家庭教育渠道。

心理健康教育不应仅局限于校园内，应对家庭教育进行指导，开展多形式、多渠道的心理健康教育。要改变家长只要学习好就是发展好的旧观念，指导家长在家庭生活、家庭教育中创造健康的家庭环境，使学生在幸福的家庭生活，在民主、平等、和睦的家庭环境中陶冶健康的心理品质。

Pupil is in the crucial period of development of body and mind, in this if one period appears the deviation on psychological unbalance or character, serious to the growing generation of their lifetime undesirable effect. Teach in overall executive quality today, the target that we teach trains the person of full-scale development namely, make a society useful talent. Full-scale development includes body and mind two respects get healthy progress. Health is traditional sense not just those who go up is healthy, still include good psychosis, perfect society to get used to ability, namely body and mind is healthy. Having healthy mentality is to become a society to have the key that uses a talented person, because this strengthens the mental health of pupil,teach especially important. Current, pupil is put in more and more psychology problems, be like envious, self-abased, capricious, dissocial, go against turn over psychology to wait, a variety of circumstances show undertaking to the student mental health is taught is necessary. So, how does ability do the mental health of good pupil to teach?

Above all, must make clear the purpose that mental health teachs.

The objective that undertakes to pupil mental health is taught is help student him understanding, admit oneself, manage oneself; Understanding, master surroundings, suit with environmental photograph; Help student solves the problem that face, handle the crisis, cast off difficulty, enhance the ability that faces environment and pressure and courage; Make student purify special symptom, improvement behavior, dissolve negative thought and affection; Directive student choice, decision-making and make action plan; Encourage a student to pass exploration, seek life meaning, the potential with him immanent recognize, make its can cross health significant, the life with contented ego.

Next, make clear the content that mental health teachs.

According to pupil characteristic, its teach content to include 5 fields commonly: 1, health and body development problem; 2, school education and life problem (habit of sex of study lack plan, study owes beautiful, read not absorption, detest study, kip truant etc) ; 3, character issue (sensitivity, bashful, self-abased, assertive, carelessness, lack sympathizes with a heart, cannot get along with the person, the mood is not stable etc) ; 4, family and household concern issue (parents is authoritarian, incontrollable to children, broken family, as uncooperative as the school family) ; 5, society and moral problem (not lying, courteous, thief is little feel, often carry nickname, fight, bully a schoolgirl to wait) .

Thirdly, want to master a few principles.

1, face all student principle.

Education of school mental health is the guiding that passes pair of students, guidance, assistance and service, will promote a student grow and develop. When the educational job that becomes all pair of students is done so that have effect, the student's problem little happening, or solve easily. Want student of collectivity of with a view to when formulate teachs a plan accordingly, affirmatory health should consider most student to need the issue with widespread presence jointly when educational content, the condition should be created when organizing an activity, let as far as possible much student is participated in among them, should give those introversion, calm, undemonstrative, bashful, expression ability especially not quite poor, conspicuous student offers the opportunity that participate in and behaves, make all student gets effective education.

2, esteem and understanding student principle.

Esteem, respect the student's character and sanctity namely, respect the right of every student equality. Understand, ask to teach Shi Yiping the manner that wait, the place that presses a student thinks of place to want, doing, experiences true colors goes understanding a student. Accomplished esteem and understanding, the heart is achieved to communicate between teachers and students, produce a kind thereby " encounter people on one's own side " feeling. When only the teacher respects a student, the student just can respect him, value oneself achievement and progress, experience the dignity feeling that be an upright person. And the main feature that self-respect, self-prossessed, self-confidence is sound moral quality, it is one of main goals that mental health education pursues. If respect and the student is understood by the teacher, he meets trustful teacher, wish the consider carefully of heart of intent teacher pour, terrified, dejected. This kind of good teacher-student relationship, it is the postulate that mental health education achieves result.

Carry out this one principle the attention is the following at 3 o'clock:

The C, attitude that uses sympathize and technology deepen pair of understanding that get complementary student. In teaching a course the teacher wants " view the world through the eye that suffers education to be born " , should mix the understanding to the student experience feedback to give a student, make the student experiences a teacher to be mixed to his esteem, understanding admit, cast mentally thereby be on guard, speak out the thing of him heart world.

3, principle of sex of student main body.

Want to respect main body place of the student in education. With the student need is jumping-off place, respect place of student main body, encourage a student " sing leading role " . Want to encourage a student to publish affection of view, drain, exploration to settle the way of the problem. The teacher should avoid to say " you listen to me to say " , " I tell you " the authoritative snout of and so on, application encourages the gender, mood speech that discusses form. Be like " I can be experienced " , " such before " , " continue to tell please " , " your means is not such " , " the opinion that hears me please " , " I think a bit complement " , " the place that I sympathize with you " etc.

4, otherness principle.

Admit the student is put in apparent difference on mental health level. Respect difference of mental health level adequately, grade, different to differring student should undertake classified guidance, do not need in order to satisfy its with psychology. Want to undertake special mental health education and tutorial to the student of intentional grain issue or behavior problem especially. Take student individual differences seriously, those who emphasize pair of students is individual change treat, it is the marrow that mental health teachs. The teacher should notice the understanding of pair of student individual differences, not only the general character that should know a student, should pay attention to the individual sex that understands a student, otherness more; Through man-to-man, face-to-face the contact will understand a student truly, appropriate processing learns what unripe bashful, self-abased, defensive psychology brings to communicate an obstacle. Had done a case research seriously. Gather a case data, heighten the actual effect of individual education. Change educational end individually according to different and individual formulate.

Its 4, use several approaches.

It is undertake in classroom education mental health is taught

The mental health education in classroom education is to point to make full use of in classroom education a variety of psychology elements, optimize student psychology environment, bring study enthusiasm of the student, initiative into play, make the student is in obtain knowledge, promotional culture while, undertake with the means of exert a subtle influence on osmotic mental health is taught, those who promote its psychology quality is comprehensive rise. Classroom education is intellectual education process not only, also be process of student psychology activity, psychological development process. With the school other psychology teachs formal photograph to compare, education of classroom mental health has extensive sex, whole sex on content. It is not to be aimed at some to plant psychological blemish will specific aim ground coachs, seek advice or train, be opposite however whole mentality world of the student. Have fun at already, affection element, also have part of volition, individual character. The function of mental health education in classroom education is invisible, it is the means with exert a subtle influence on, psychology the influence accumulates the psychological structure in the student in. Accordingly, the mental health education in classroom education has flexibility more.

2 it is right in the activity the student has education.

Make a student much participate in education activity, highlight an activity, but not be real activity, let a student experience in the activity through the activity however, go experiencing, go knowing everything what they face, let a student obtain psychological experience to change his intention. Development of student psychology quality is not to lean " listen " those who get, it comes true through the activity of main body oneself. In all sorts of activities, student place manages purposely the organ produces connection with objective world directly, abound psychological world thereby, develop psychological quality. Develop the concerned activity with the combinative student study that a few have specific aim and real life, give a student the chance, allow a student participating in medium, true in do be taught by mental health. Give priority to contain with the activity mental health is taught at the activity in. In daily educational education practice, capture a problem to begin vivid, intuitionistic mental health to teach an activity as educational chance at any time, organize a student to begin all sorts of activities to go conciously in the life the practice, knowledge that experiences mental health. Pass these vivid, lively, interesting, activity, let a student be taught by honest mental health, experience mental health education to originate the life.

3 it is to use good family to teach medium of communication.

Mental health is taught do not answer only inside campus of bureau be confined to, answer domestic education to undertake guidance, begin the mental health of polymorphous type, much channel to teach. Wanting change parent to want to had learned only is the old idea that has developed, directive parent creates healthy domestic environment in education of domesticity, family, make the student is in happy family life, the psychological character in health of the edify in democratic, equal, harmonious family environment.