The Investigation Study On High School Students’Receptivity To Mental Health Education Activity Curriculum

Recent years, Mental Health Education Activities Curriculum, which carrier is activities, has been gradually included into the curriculum in many schools, as the main way of school Mental Health Education. Curriculum Identity is an indicator of study in attitudes and the main tendency of behavior from curriculum subject to curriculum object. Curriculum subject’s recognition on the course, directly influence the effect on curriculum implementation. To research high school students recognition of Mental Health Education Activities Curriculum, has certain meaning to improve the effect of Mental Health Education Activity Curriculum.In this study, I use of literature, questionnaires and interviews as the main methods. Firstly, on the basis of literature study. I sorted out the relevant researches and investigated basic theoretical issues of Mental Health Activity Curriculum, tried to depict the1"natural state" of Mental Health Education Activities Curriculum, laid the theoretical foundation of this study. Secondly, I use of questionnaire and interview to survey high school students’ Mental Health Education Activities Curriculum Identity.including state quos and problems. Finally, I try to give education advices on improving the of high school students’Mental Health Education Activities Curriculum Identity. This paper is divided into five chapters.The first chapter focuses on the reason of topics, research purposes, research significances, and definitions of core concept and literature reviews of Mental Health Education Curriculum and Curriculum Identity at home and abroad, which lay the foundation of study and provide the research perspective.The second chapter discusses the basic theoretical issues of Mental Health Education Activities Curriculum, which including:theoretical basis, nature, value, objectives, content, evaluation of curriculum.On the basis of the literature, the third chapter firstly proposes the study design, including research ideas, research methods, and statistical tools. Secondly, I present details of the preparation process of the survey tool, especially the "High School Students’Mental Health Education Activities Curriculum Identity Questionnaire". Finally, I introduce the process of the study implementation, including the selection of the schools surveyed, the dissemination and recycle of questionnaire and the process interviews.The fourth chapter is about the data analysis and study results. Overall, the results includes: high school students’ Mental Health Education Activities Curriculum Identity is high; there are gender significant differences in Mental Health Education Activities Curriculum Identity of high school students; attitudes and behaviors of high school students on Mental Health Education Activities Curriculum are inconsistent; high school students are lack of knowledge of Mental Health Education Activities Curriculum. Finally, I analysis the influencing factors of Mental Health Education Activities Curriculum Identity of high school students, from two aspects of mental health teacher and curriculum.Based on analysis and discusses in the previous chapter. the final chapter provides recommendations proposed to enhance the students’ Mental Health Education Activities Curriculum. Including:to enhance the high school students’ acknowledges on Mental Health Education Activities Curriculum: to improve teaching level of Mental Health Education Activities Curriculum. Teachers should enhance their understanding of the curriculum and help students to understanding of the course correctly; School should strive to create atmosphere which suitable to Mental Health Education, and ensure lessons. Mental Health teachers should strengthen reflection and emphasis on professional development, and strive to improve the teaching level.