| With the rapid development of today’s society, the quality of people’s requirements are constantly improving. Junior high school students are the main force in the future of the country, is an important group of national culture in the new period, shoulder the mission of the future development of the country. And in recent years, the Chinese adolescent mental health level is a downward trend, such as interpersonal relationship improper disposal, value confusion, weak ideals and beliefs, individualism and problems of values, some of the more extreme phenomenon caused the wide attention of the society. Junior high school students’ mental health education is not optimistic.Junior high ideological and moral curriculum standard curriculum idea is "to help students have a positive and healthy life, to be responsible citizens, school moral education mainly in Ideological and moral lesson to rely on, ideological and moral education in the mental health education of students plays an important role. Therefore, ideological and moral course in junior high schools to through a variety of ways and means to enable students to correct understanding of adolescent problems and concerns, so that they can to a positive and optimistic attitude to make appropriate behavior choice in the face the problem. Therefore, this article takes the junior middle school thought moral character curriculum as the way to explore enhances the middle-school student to have the vital significance.According to the "compulsory education in Ideological and moral education curriculum standards (Revised Edition)" guidelines and requirements, according to the current needs of junior high school students’ growth and development, the use of appropriate psychological part teaching theory of humanism education theory and positive psychology, using the methods of literature research, comprehensive analysis and questionnaire, on-grade classes seven Guangxi province Duan Dong Miao middle school class of 95 students as the research object, according to the research hypothesis-Empirical Study on classroom intervention-conclusion-Countermeasures "ideas, namely first, through literature research and comprehensive analysis, understand the domestic and foreign research on positive psychological quality training, present value and significance this study. Secondly, Guangxi Du’an County East Temple Middle School seventh grade class 95 students at the beginning of the year and end of the course of the same questionnaire survey, using statistical analysis methods to them before and after psychological changes were compared. It is concluded that the students in the academic year of the ideological and moral course of study of positive mental quality level whether there is a change in. Finally, in order to better play to the ideological and moral course improve the level of positive psychological quality of students, according to the teaching practice puts forward teaching to improve students’ positive psychological quality level of some methods and suggestions, and better complete curriculum goals. Specific as follow:This paper expounds the reason, purpose and significance of the selected topic, the main concepts involved in this study, the review of related research and the research ideas, methods and innovation points of this paper. In addition to the preface, the main body of this thesis is divided into five parts:The first part:the theoretical basis of this study, including the positive psychology theory and the theory of humanism education.The second part:elaborate the significance of improving the level of positive mental quality of middle school students. Mainly from the middle school students individual, collective and social aspects to elaborate the importance of improving the level of students’ positive psychological quality. In the third part, through the empirical study, the role of Ideological and moral curriculum to improve the level of positive psychological quality of middle school students is confirmed. As the research object, using the Chinese primary and middle school students’ positive psychological quality table "at the beginning of the year and end of the course were measured. Their positive psychological quality before and after the understanding of changes, mainly from the wisdom, courage, love, justice, temperance and excellence six dimensions and creativity, knowledge power, thinking and observation, sincerity, dedication, love, kindness, leadership, cooperation, tolerance, humble and dignified, touch the soul, humor, faith and hope for 15 factor analysis by the Guangxi Du’an County, East Temple middle school in seventh grade class 95 students as. In the course of teaching, the teaching mode of Humanism learning theory is adopted to carry out the teaching mode.The fourth part, the results of the study of teaching reflection, and then put forward the views and suggestions.The fifth part puts forward suggestions to improve the teaching effect of Ideological and moral course. Mainly from two aspects of the ideological and moral education of teachers and teaching environment, the paper puts forward suggestions on how to better play the ideological and moral course of classroom teaching to improve the students’ positive psychological quality level measures and methods.In this paper, through the study found:ideological and moral lessons before classes start and end of the course of survey data show that positive psychological qualities of the six dimensions of brave, interpersonal, justice, temperance dimensions mean have varying degrees of increase, interpersonal dimension and mean significant difference (P<0.05), intelligence dimension measured slightly lower; a factor of 15 in force for knowledge, thinking ability, sincerity, dedication, leadership, humble and dignified, belief and measured difference is not significant. But the average score is improvement of different degree, love, friendly, cooperation, tolerance factor before and after test significant difference (P<0.05), creativity, touch the soul, sense of humor score decreased slightlyConclusion:the effective teaching of Ideological and moral course can improve the students’ positive psychological quality level. |
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