The Infiltration Of Psychological Health Education In High School Geography Teaching

After the new curriculum reform, under the guidance of quality education and whole person education idea, our country has turned to attach importance to the overall quality of students’ moral, intellectual, physical and psychological development rather than just focuses on the development of students’ knowledge and skills. However, the tragedies that occurred in high school students in recent years give us a wake-up call. The level of mental health of high school students is worrying. Mental health education of high school should be strengthened. So, training students’ healthy psychological quality and improving students’ psychological health level becomes one of the important tasks of school education. Penetrating mental health education in subject teaching as a penetration pathway of facing all students naturally becomes an important channel for psychological health education in schools. As one of the nine important subjects of high schools, geography naturally has great responsibilities for mental health education. So, how to penetrate mental health education in high school geography teaching has become a problem needed to be resolved for geographical workers. Through the study of the issue, it is not only beneficial to the overall improvement of students’ psychological health level, the overall development of students’ quality and the true achievement of quality education, but also conducive to the enhancement of geography teaching effect in high schools.First, through consulting relevant literature, this article reviews and summarizes as well as analyzes the current situation of the study. On this basis, through the theoretical analysis, the author makes a study on mental health, mental health education, the main psychological health problems that high school students face and the relation between mental health education and high school geography teaching. Then, through this method the author mainly studies on the necessity and feasibility, principles and approaches of mental health education penetrated in the high school geography teaching. Finally, on the basis of theoretical analysis, the author makes a further study on the approaches and methods of mental health education penetrating in the high school geography teaching.According to theoretical analysis and case study, the author mainly draws the following conclusions:(1) The mental health status of the current high school students is not optimistic, for they mainly face four types of mental health problems, including learning, interpersonal relationship, motion and adaption.(2) The psychological health education and high school geography teaching is closely related to each other. Firstly, healthy psychological quality can promote the geography teaching in middle schools; secondly, high school geography teaching can also penetrate in psychological health education.(3) Penetrating mental health education in high school geography teaching is not only necessary, but is feasible.(4) High school geography teaching penetrated in the psychological health education should stick to the principles of organic penetration, moderate penetration and flexible penetration.(5) The way of penetrating mental health education in high school geography teaching includes the extension of the teaching goal of "emotional attitude and values" dimension, the excavation of materials of psychological health education in the textbooks, the use of appropriate teaching methods and means, the implementation of a diverse teaching evaluation and the creating of a good circumstance of classroom learning.(6) It should be paid attention to the following four aspects during the process of penetrating mental health education in geography teaching:Firstly, a clear distinction between primary and secondary must be drawn. Secondly, a plan should be made on a long term basis. Thirdly, a specific aim should be made. Fourthly, the consistency of words and deeds should be paid attention to by teachers.