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教无定案,学无定法,心理健康教育更不同于学科知识的教育,无论是知识还是教学目标都很难有确定性。心理健康教育从效果上看有较强的隐蔽性和迟延性,往往不被学生重视。如果是单纯说教,和其他思想课就差不多了,也没法引起学生兴趣,因此在策略上要讲究针对性和含蓄性,要求课上充分调动学生的积极性,让其参与到课堂活动中,在活动与游戏中通过自身的体验获得感悟。但心理问题往往能触及敏感事件和学生的内心世界,有些学生会提出意想不到的内心体验或认知,有时让老师措手不及。然而也正是这份“措手不及”才会点燃出一些激情,激发出一些智慧的浪花,达到意想不到的效果。
Teach no fixed case, no law to learn, mental health education is more different from the subject of knowledge education, both knowledge and teaching objectives are difficult to have certainty. Mental health education from the effect of a strong covert and delayed nature, often not taken seriously by students. If it is a simple preaching, and other ideological courses on the same, can not arouse students’ interest, so the strategy should pay attention to the pertinence and implicitness, requiring students to fully mobilize the enthusiasm of the class to participate in classroom activities, in the Activities and games through their own experience to gain insights. However, psychological problems can often touch sensitive events and the inner world of students. Some students may come up with unexpected inner experiences or cognitions, sometimes leaving the teachers unprepared. However, it is precisely this “surprise” will ignite some of the passion, stimulate some waves of wisdom, to achieve unexpected results.