The Influence Of Teachers' Teaching Behavior On The Mental Health Of Middle School Students

With the improvement of quality-oriented education in China,in addition to the traditional academic performance,we should also pay attention to the overall development of individuals.As the potential wealth of the country's future development,teenagers' mental health level has also received more attention.In the past,the evaluation standard of mental health model was relatively single,which was based on the absence of mental illness.Therefore,scholars added subjective well-being on the basis of psychopathological symptoms,and investigated individual mental health level from two dimensions,improving the standard of mental health.On the one hand,teachers directly affected students' studies,on the other hand,they indirectly affected students' studies through words and deeds Many studies have shown that coping style is an intermediary variable between life events and mental health.Based on the two factor model of mental health,this study explored the mechanism of coping style between teachers' teaching behavior and middle school students' mental health.And on the basis of the research,through the intervention of middle school students' coping style,improve their mental health,provide some reference for related research and work.This study is divided into three sub studies,as follows:Study 1:387 effective subjects were obtained by questionnaire.The results show that there is no significant difference in gender among the variables;the students with higher parents' education have lower subjective well-being and show higher psychopathological symptoms;the students with higher family socio-economic status report The distribution frequency of the four groups were:complete mental health(66.20%),susceptibility(24.80%),symptomatic but satisfied(3.10%)Diseases(5.90%)In addition,there are significant differences between the four groups in perceived teaching behaviors and coping tendencies.The complete health group is more likely to adopt positive coping styles and perceive better teacher teaching Learning behavior;Study 2:Based on the simplified index of The Dual-Factor Model of mental health,this paper discusses the mechanism of coping style between teachers' teaching behavior and life satisfaction.Teachers' teaching behavior can not predict students' depression level,but it has a significant predictive effect on students' life satisfaction,and coping style completely mediates the influence of teachers' teaching behavior on life satisfaction;Study 3:40 subjects were selected by voluntary enrollment and randomly divided into intervention group and control group,with 20 subjects in each group.Group counseling was used to intervene the coping style of the students in the intervention group,while the control group watched historical documentaries unrelated to the coping style.The intervention group and the control group were tested before and after,the results showed that the intervention had achieved certain effect.After eight times of group assistance,the life satisfaction and coping tendency of the intervention group students were significantly improved,but the intervention had no significant effect on positive emotion,negative emotion and depression;the control group without intervention coping style had significant difference in the negative emotion pre-test.Conclusion:(1)In demographic variables:there is no significant difference between gender and other variables;students with higher education background have lower subjective well-being,showing higher psychopathology symptoms;students with middle and upper family socio-economic status tend to adopt positive coping styles,showing higher subjective well-being;students with higher family socio-economic status tend to adopt positive coping styles,showing higher subjective well-being;students with higher family socio-economic status More psychopathological symptoms were reported.(2)In this study,the distribution frequency of the four groups in the The Dual-Factor Model of mental health is not significantly different from that of the predecessors;high subjective well-being can make individuals perceive better teachers' teaching behavior and adopt more positive coping styles.(3)Teachers' teaching behavior can not significantly predict the depression level of middle school students,but can significantly predict their life satisfaction,and coping style plays a completely intermediary role in the influence of teachers' teaching behavior on middle school students' life satisfaction.(4)Through the intervention of coping style,students' coping tendency and life satisfaction in the intervention group were significantly improved.