1, the teaching design of mental health education activity class

Subject: I believe I can do it.

Activity purpose:

1. Let students know the important role of self-confidence in people through activities. 2. Through activities, students can know themselves, accept themselves and enhance their self-confidence.

3. Let students understand that when encountering difficulties, they should learn to be confident and face them with a good mental state.

Activity form:

Pantomime performance, communication, talent show and preparation for "self-mailing" activities: the process of drama, multimedia courseware and tape recorder;

Music "True Hero" before class. Students, our good friend Ding Ding is here. He will bring us a sketch. Do you want to see it?

First, the mime "I can't, I can"

1, give a performance (actors wear headdresses)

Narrator: Tintin, the little turtle, really wants to play with his friends, but he is afraid that he is clumsy and makes people laugh.

Children: "Ding Ding, shall we climb the slope together?"

Ding Ding: "No!"

Little buddy: "You haven't climbed, how do you know you won't?"

Ding Ding: "I really want to climb, but I'm afraid I can't!" " "

Little buddy: "You are so stupid, don't try how to say no!" " I think you are really going to die! "

Grandpa tortoise: "Don't laugh at him, he will do it one day!" " "

Narrator: Friends went to climb the mountain to play. Suddenly, Grandpa Tortoise accidentally fell down, lying on the ground with his feet up.

Grandpa Tortoise: "Tintin, come and help me!"! I can't turn over! "

Ding Ding: "I want to help you, but I can't!" "

Grandpa tortoise: "Then you can try!" " How uncomfortable it is for me to fall on my back like this! "

Ding Ding: "Let me try!" " "

Ding Ding: "It worked! Success! "

Grandpa Tortoise: "Yes! I really appreciate it． I'm so happy for you. Actually, you are quite capable. Now, try climbing again! "

Narrator: So Tintin followed Grandpa Gui up the slope. Soon, they climbed to the top of the slope.

Ding Ding: "I succeeded, and I succeeded again."

Narrator: Tintin was so happy that he went to play with his friends again. He is not afraid of anything.

2. Tell me about it.

Do you have anything to say after watching Tintin's performance? Why didn't Tintin dare to climb to the top of the mountain at first? Did Ding Ding succeed later? Why? )

Transition: Yes, only if you are not afraid of difficulties and try bravely can you have a chance to succeed. Teacher's suggestion: stand up and say to yourself quietly, "Believe in yourself". Next, the teacher will introduce a friend-elf. Let's go and see how he does it.

Second, the confident elf

1. Show four pictures and discuss in groups (What happened to the elf? How did he do it? Is he confident? )

(Figure 1: Although the objective conditions are insufficient, the elf has not been discouraged and has not given up his goal. I believe that I can overcome my shortcomings through hard work and finally succeed; Figure 2: I didn't achieve ideal results in an exam, only got 75 points. Elves don't give up on themselves, and they don't indulge in self-blame every day, but believe in themselves, so that I can review harder, take exams more seriously and do better next time. Figure 3: Elves believe in their abilities and seize every opportunity to show themselves, without fear or flinching; Figure 4: Elves like themselves, treat themselves correctly, and often see their own advantages. )

2. Report by name. Teachers timely guide and summarize: work hard, find advantages, dare to try and appreciate yourself. Then, in their usual study and life, what other self-confident performances like elves have students experienced or seen?

Transition: after listening to the self-confidence of the elves and classmates, let's take a look at how Xiaohe Mud did it.

Third, not confident.

1, show four pictures and discuss them in groups (what's wrong with Xiao Confused? How did he do it? )

(Photo 1: The teacher asked Xiao Mudu to be the team leader. Xiao Mudu was not confident in his ability and didn't want to be the team leader. In this way, you lose the opportunity to cultivate yourself and exercise yourself; Figure 2: Xiaohe Mud always thinks that others are good, but he is not good. No matter how hard he tries, he can't catch up with others. Figure 3. Xiao Hu doesn't believe in his ability, is unwilling to sign up for the competition in the district and give up the opportunity to show his talents; Figure 4: Xiao Hu totally denies himself just because he is ugly. )

2. Report the discussion results.

Transition: In fact, it's not just a little confused and insecure. Everyone will encounter times when they are not confident. Would you like to listen to other people's voices?

Fourth, gain confidence.

1, this is what the teacher collected that the students are not confident (it shows "from the mailbox"). 2. The teacher reads books and other students try their best to help.

Transition: Thank you for your help. I think everyone must be more confident. Teacher's suggestion: single-row students should be mirrors, and double-row students should say "I can do it" in front of the mirror and exchange. Today, the teacher wants to provide a stage for everyone to show their talents with confidence, okay?

Fourth, show yourself and be more confident.

1, encourage students to show their unique skills. (Other students cheer and applaud) 2. Conclusion: Appreciate the students' unique skills and share their joy of success. Let's try performing on the stage next time, shall we? Teacher's suggestion: stand up and say "I can do it, you can do it, you can do it, I can do it".

Transition: Just now, Grandpa Tortoise helped Tintin build his self-confidence. I think students must have a lot of confident words to say to their good friends. Let's send cards to our good friends, shall we?

5. Give gifts to each other and cherish self-confidence.

1. Students exchange trust gifts-cards.

2. Would you like to share the gifts you received? (Students read the confidence gifts received separately)

3. The teacher also wants to give you a gift:

Children's song: "Believe that I can do it" Believe that I can do it; You can do this and I can do that; Support each other and cooperate with everyone.

4. Summary: The teacher hopes that everyone will keep this gift in mind forever. Okay？ Finally, let's stand up and say loudly, "I believe I can do it." Goodbye!

(C) How to help students improve their ability to resist setbacks?

Fall down, get up!

Activity design

Everyone will face failure and competition. The higher a person's psychological endurance, the less negative impact setbacks bring him. On the contrary, if your psychological endurance is low, you will always be in an unfavorable state, which will affect your study and progress. It can be seen that cultivating students' strong will is helpful for them to go through a long course of study and life smoothly and make them have a healthy psychology.

The purpose of counseling is to educate students not to give in to setbacks, but to correctly understand setbacks, be good at learning lessons, rise from setbacks, and meet new challenges with greater confidence, thus forming a healthy psychology that can withstand setbacks.

Prepare before counseling 1, and record the story: "Newton-humiliated and excited".

2. Collect some typical examples in the class that can rise up and succeed in setbacks, and prepare to introduce them.

3. Prepare a psychological test questionnaire (one for each person).

4. Prepare examples of celebrities and great men overcoming setbacks and making achievements.

The first step of counseling is to introduce the conversation and reveal the topic.

1, speaking classmates, the teacher wants to ask the students who fell to stand up. Who can talk about the taste of wrestling?

2. Expose the topics in life, everyone wants to take a smooth road, but life can't be smooth sailing, with success, failure, prosperity and adversity. Some people say that frustration is everyone's "fast food", that is to say, in our study and life, we may encounter all kinds of difficulties, failures and even misfortunes at any time. At this time, are you overwhelmed by setbacks, or are you going to succeed with tenacious will? The teacher wants the students to answer this question-yes, we should get up where we fell.

The blackboard says: Fall, get up!

Second, the analysis case deduction question 1, introduction

Frustration means different things to different people. Balzac, a great French writer, once said: Suffering is a stepping stone to genius, the wealth of capable people and the abyss of the weak. In the late 1980s, in a city in the south of China, two true stories shocked the whole country. The protagonists of these stories are all teenage boys. Let the students look at these two stories.

2. Show these two stories by projection.

Story 1: A boy of 1 1 years old lost his watch at the same table. That classmate told the teacher that he might have stolen it. The teacher asked him for information, but he didn't think he stole it himself, but he couldn't stand the stimulation and hanged himself.

Story 2: A little boy who is only 10 years old, after knowing that he was terminally ill, stubbornly struggled with death, endured the unbearable pain of ordinary people and insisted on receiving chemotherapy. What is even more touching is that he often uses his rest time to go to chemotherapy, and insists on going to school at other times, and his academic performance is good.

3. Discussion: Which boy do you agree with? Why?

4. To sum up, these are two completely different answers to life! The former, in the face of small setbacks, how fragile the opportunity to give up life voluntarily is! The latter, under the test of life and death, is still forging ahead, how strong it is! These two answers give us the same question: what should we do in the face of setbacks?

Writing on the blackboard: facing setbacks

Listen to the recorded story and stimulate the students to discuss.

1, students listen to the recorded story-"Newton-humiliation and excitement"

The story "Newton-humiliated and excited"

Newton was clever when he was a child, but he didn't study hard. His mind is focused on doing manual work and thinking, so in the eyes of teachers and classmates, he is a stupid boy.

Once, he made a small windmill and took it to school. The students gathered around to watch. Just as a bunch of little guys blinked and envied Newton, a classmate said in a strange voice, "Yo! This windmill is quite clever! " This classmate is very ironic, because he usually does well in school and has always been above Newton. Seeing Newton performing in front of him, he was not convinced, so he raised his voice and said, "Your little windmill looks good, but why did it turn?" Do you understand this truth? " Newton couldn't answer for a moment, and his face turned red. That classmate is more energetic: "Hum! Can't say it, poor thing! You can't tell the principle of what you have made yourself, which shows that you are like a carpenter! " Newton was ashamed of his words. He walked away with a sad face. At this time, a group of small students who once surrounded Newton also looked at him strangely. "Carpenter! Carpenter! I can't even tell the principle, but I'm still showing it here! " When he spoke, some students began to beat his windmill, and others followed suit. Too many cooks smashed Newton's windmill to pieces.

Newton was so sad that tears trickled down his face. Afterwards, he thought carefully: Why did these students bully me? It's not that I'm disappointing. Why don't you make up your mind to learn your lessons well? The night is already deep, and little Newton is still thinking about what happened during the day. Finally, I made up my mind: I must learn my lessons well. People are ambitious. Since he decided to study hard, little Newton seems to be a different person, listening to the teacher carefully in class. Review your lessons carefully after class, and don't forget his small craft when you are free. It didn't take long for his academic performance to catch up, surpassing the classmate who called him "carpenter" and becoming an excellent student in his class.

2. Lead the students to discuss: What did Newton realize after being humiliated? What did he do later?

3. Based on the discussion of the students, the teacher summed up a person's attitude towards setbacks: (1) Understand setbacks correctly. Life is a long road, and setbacks are inevitable. Some are caused by objective reasons, such as illness and death of relatives, natural and man-made disasters at home, etc. Some of them are caused by subjective reasons, for example, some teenagers are lured and threatened, their will is not strong enough, and they have done something wrong. Now that frustration has become a reality, we should admit it, treat it bravely and challenge it. (2) Turn grief into strength. You know, when you encounter setbacks, it is useless to be pessimistic and disappointed and feel sorry for yourself. You should do what you should do with greater courage and start over at a new starting line in life.

Blackboard writing:

Fourth, carry out activities.

Activity 1: Choose Warriors

1, rules of activities: The teacher selects the sailors who boarded the Challenger, and the students can become glorious sailors by answering one of the following three questions: (1) Please tell me an example of facing setbacks and bravely overcoming difficulties; (2) Tell an example of a great man who overcame setbacks and made achievements; (3) Say a famous saying that you admire most.

2. Students can speak freely and carry out activities. The teacher put a sailor's hat on the talking classmate.

Activity 2: Dialogue between teachers and students to solve psychological problems.

1. Activity method: Please write down the recent difficulties and setbacks on a piece of paper (don't write your own name) and give them to the teacher, so that the teacher and the students can discuss and solve them together.

Four people discuss with each other to find a solution to the problem.

Fifth, role play. The teacher shows the role-playing scenes prepared in advance, and asks the students to play them carefully according to the needs of the scenes, and discuss the situations in the scenes.

Situation: Chen Cheng, a classmate in the class, survived a car accident, but she was seriously injured and was admitted to the hospital. After the students knew about it, they all chipped in to buy a gift and went to the hospital to see her and encourage her to stand up again. After her illness, teachers and classmates helped her make up lessons and let her catch up on her studies.

Discussion: What should you do when others encounter setbacks or misfortunes?

Blackboard: Help each other hand in hand.

Curriculum teaching suggests cultivating students' will, which is not a matter of one or two days. This requires teachers to pay attention to all kinds of methods and ways to carry out education while giving good psychological education classes, to know the situation of students in time, and to teach students in accordance with their aptitude according to individual differences. This textbook is suitable for senior primary school students.

(D) How to help students control negative emotions?

Emotional meteorological observatory

Activity goal: 1. Knowing the diversity of emotions, knowing different situations and different events will produce different emotions.

2. Understand the influence of positive emotions and negative emotions on people themselves.

3. Understand that emotions can be regulated, and initially learn to regulate bad emotions.

Activities to be prepared

1, music composed of cheerful dance music, bombing effect and sadness.

2. Each person has an emotional turntable.

3. A student's video

4. Happy Clapping Songs

5. Multimedia courseware

Activity flow:

Communication before class

1, the teacher gave the students three sentences as gifts: the first sentence was for myself: I am great. We confidently said to ourselves together: I am great! The second sentence is for my next friend: you are really great. Let's sincerely praise your little friend. The third sentence praises all our classmates: we are really, really great. How did you feel when you praised yourself just now? How do you feel when you are praised by your peers? (nervous, embarrassed, happy)

2. Introduce the counseling content: We will have different emotions in the face of different situations and different things. Today, let's walk into the colorful world of "emotions", experience emotions together and unveil the mystery of emotions.

(A) music into the situation

1, please enjoy a piece of music, listen attentively and feel attentively.

2. What changes have taken place in your mood when listening to this piece of music? Happiness, happiness-panic-sadness

Summary: A short piece of music just now caused a strong emotional fluctuation. Our emotions are constantly influenced by the environment and events, and we often have different emotional experiences, including cheerful, cheerful, happy, annoyed, depressed, and even painful and sad. Music can cause emotional changes, and different things can also cause emotional changes. Let's experience the change of mood through a game.

(B) "Finger-grabbing" to experience emotion

1, the name of this game is "Finger Scratching". Hold out your right hand, palms down, fingers out of your left hand, and form a circle with the students around you. The teacher made a speech in which the word "emotion" was mentioned. When I say the word "emotion", grab the finger of the classmate's left hand with your right hand, and your left finger will try to escape quickly.

2. What kind of emotional experience did you have in the game just now?

(C) the use of "emotional weather station" to recall emotions

1, in just two minutes, our mood has undergone such a great change. In the past life, we had all kinds of emotions. Under what circumstances did that happen? If you use a color to represent this emotion, what kind of emotion do you think it is? Ask the students to write down your profound emotional experience of the meteorological station. Write thinking, when will there be such an emotion? (Students write down and recall their emotional experiences)

2. Communication: The weather station of students' emotions is full of colorful emotions. Who will share your deepest feelings with you? (Students talk about all kinds of emotions they have experienced)

3. Teacher's summary:

Look, all kinds of emotions make up a colorful life. There are many emotions here that can bring us joy and happiness and play a positive role in promoting our life and study. These are all positive emotions. But there are also some emotions that make us feel gloomy and annoyed about life. We call these emotions negative or bad. If bad emotions are not controlled and regulated, they will often bring bad consequences. That was not the case. A very unpleasant thing happened with my classmates in Dagang. Let's take a look!

(d) Watch videos to get rid of bad emotions.

1, video (telling the story of Dagang's classmates. Because other students think that he often cheats in playing games and won't let him participate in games, Dagang gets angry and hits people. )

2. What changes have Dagang's mood experienced?

3. Did Dagang control his emotions?

4. If you were Dagang, how would you control your emotions?

(5) Discuss and seek ways to control bad emotions.

1, yes, taking a step back or thinking from another angle may open your eyes. When we encounter some sad, annoyed and angry things, we can adjust our emotions and divert our attention through various channels and ways. Sometimes things are not as bad as we think. Here, our hero encountered several situations. Let's ask each group to choose a few topics for discussion.

(1) Xiao Qiang has a problem in mathematics, and he can't figure it out after thinking about it. He felt very annoyed.

(2) Xiaoli has many small sesame beans on her face. People always cancel her, and she feels sad.

(3) Xiaobei's grandmother died, and she was extremely sad.

Dad promised to take me out to play this weekend, but he didn't deliver. It's really boring

Communication: Students talk about their own methods and ask them to write their names on the blackboard. Teachers can flexibly summarize the ways to eliminate bad emotions according to students' statements: (1) Positive psychological suggestion: I can do it. Try again next time. Motivate yourself with aphorisms (2) Diversion methods: listening to music, watching movies, reading books and walking (3) Reasonable catharsis methods: find someone to chat, sing and play ball.

(6) Writing songs to vent their emotions

1. When we encounter bad emotions, we can control our emotions in different ways, and we can also adjust them through reasonable venting. For example, rap and singing, artificial sports, let us express our emotions through songs and actions, ok? Sing "Happy Clapping Song" and change its name to "Emotional Clapping Song". What will you do if you feel happy? What would you do if you felt angry? What will you do if you feel sad? Students can create freely, but they must not hurt others. This is a reasonable catharsis.

2. Students create their own works and sing along with the music.

(vii) Summary of activities

Teacher's message: I hope that students will face life with a smile, meet life with strength and weave life with happiness in their future lives.