Practical Research On Infiltrating Mental Health Education Into Biology Teaching In Junior High School

In this paper,only two parallel classes of grade 2016 in Hohhot no.12 middle school were selected to carry out a two-year biology teaching infiltration mental health education control experiment.Class 1 of grade 1was the control class,and class 2 of grade 1 was the experimental class.Conventional teaching is adopted in the control class,that is,the traditional teaching method is used to achieve the three-dimensional teaching goal required by the curriculum standards.In the experimental class,we use the biology classroom to penetrate the mental health education teaching.Compared with the regular teaching,we study the psychological status quo of junior high school students and take certain teaching measures accordingly.In Hohhot junior high school,biology courses are offered in grade one and grade two.Therefore,mental health level tests were conducted at the beginning of the 2016-2017 school year,at the beginning of the 2017-2018 school year and at the end of the 2017-2018 school year.The scale adopted was the diagnostic test of mental health(MHT)manual translated and revised by professor Zhou Bucheng of east China normal university in 1991.There are 100 questions in the scale,which is suitable for the overall examination of mental health of primary and middle school students.It includes a validity scale and eight content subscales,eight of which are for learning anxiety,anxiety about people,loneliness tendency,introversion tendency,allergy tendency,physical symptoms,horror tendency and impulse tendency,respectively.In order to ensure the authenticity of the data,an anonymous method was adopted in the testing process.According to data statistics,the total MHT scores of the three mental health level tests are as follows: in September 2016,the control class was 38.46,and the experimental class was 50.86.In September 2017,the control class was 38.44,and the experimental class was 42.75.In July 2018,the control class was 44.55,and the experimental class was 40.27.Data analysis showed that,at the time of admission,the health level of students in the control class was better than that in the experimental class in the total score and scale dimensions,and there were significant differences in other dimensions except anxiety and loneliness tendency,among which there were significant differences in learning anxiety,physical symptoms,impulse tendency and mental health overall level.After a year of contrast experiment teaching,the score of test data show that in comparative classes and each dimension of health level is still better than the experimental classes,but the gap has narrowed considerably,and in addition to the self-accusation tendency and impulsive tendency has significant difference,the other had no significant difference,this part indicates that infiltration education is to improve students’ mental health level.Finally,after two years of controlled experiments,the test results at the end of the biology course showed that the experimental class was superior to the control class in terms of overall and mental health level of all dimensions except impulse tendency,but there was no significant difference.The intuitive inspiration from this experiment is as follows:(1)it is necessary to infiltrate mental health education into biology teaching,especially for students with poor learning foundation and severe learning pressure.(2)appropriate infiltration of mental health education in biology teaching in middle schools can effectively improve students’ mental health and improve their academic performance;(3)moderate infiltration of mental health education is more conducive to the physical and mental health development of students and the cultivation of innovative talents for the country.