Practice Of High School Biology "Genetics And Evolution" Teaching Mental Health Education

The psychological health of high school students in China has always been concerned by the community,especially the tragic events that have occurred in schools in recent years,causing the education industry to pay enough attention.The biology teaching content in High school is not only closely related to the natural science,but also involves more life problems and the knowledge of mental health.The infiltration of mental health education in high school biology teaching not only shortens the time for senior high school students to carry out specialized mental health education,but also enhances students' interest in high school biology and helps to improve students' academic performance.It has important guiding significance.This article first analyzes the factors that affect the students' mental health,studies the theory and principles of infiltrating in high school biology teaching mental health education,and expounds the rationality of infiltrating mental health education.Secondly,the subjects of the questionnaires were clarified.Questionnaires and interviews were conducted among eight science classes at the senior one of the Baota High School in Yan'an City to investigate the current state of mental health of senior high school students.Studies have shown that about 40% of students in this grade suffer from irritability,depression,and mild psychological problems.In the end,this paper uses the genetics and evolution textbooks of PEP and Chinese version of high school biology textbooks as practical research objects,and penetrates into mental health education from the following four dimensions: teaching objectives,teaching content,classroom teaching activities,and after-school activities.Through planning reasonably,designing corresponding teaching cases,practical research was completedThrough the teaching practice of infiltrating mental health education in four science classes for a semester in the first grade of Yanta Pagoda High School.The results of practice show that the index of mental health,interpersonal tension,anxiety,psychological imbalance,and emotional instability has all significantly decreased before and after the teaching of “genetics and evolution.” The students' performance has also been continuously improved,and the enthusiasm for learning has continued to rise.Therefore,infiltrating mental health education in high school biology teaching can alleviate students' psychological problems,at the same time,it can also promote students' learning efficiency and truly realize the effective unification of scientific culture and psychological quality education.