On The Infiltration Of Mental Health Education Into Biology Teaching In Junior Middle School

Since mental health education was well known by Chinese in 1980 s,it gradually shows its influence.People gradually realize the importance of mental health,but the corresponding supply of teaching resources is not consistent with it.This makes many people with mental health problems,especially teenagers,miss the best opportunity to correct and remedy,resulting in lifelong regret.In junior high school,the compulsory education curriculum standard highlights the education of emotional attitude and values,and emphasizes the importance of establishing a positive attitude towards life and cultivating healthy psychology.So how to cultivate healthy psychology? How to carry out mental health education? The author thinks that mental health education can achieve the goal through the infiltration of various subjects through searching information and combining with his own education and teaching experience.The current situation of mental health education in junior high school biology teaching shows that mental health education can be infiltrated through subject teaching,but how to infiltrate in junior high school biology teaching,what are the strategies for infiltrating mental health education in junior high school biology teaching,and what are the specific aspects of infiltrating mental health education in junior middle school biology teaching for students' mental health There are few clear conclusions about these problems.In view of the above problems,the author uses the literature research method to clarify the related concepts and theoretical basis of the infiltration of mental health education and biology teaching.On this basis,a middle school in Panjin City is taken as the research object to test its mental health.The results show that students do have many problems in learning anxiety and other aspects.Then,according to the students' mental health problems,combined with the characteristics of other subjects and biology subjects,the infiltration strategy to be adopted in the process of biology teaching is established,and a one semester teaching practice is carried out.After the teaching practice is completed,the psychological health status and achievement are taken as indicators,and the statistical analysis method is used to test the practical effect.The results showed that there were significant differences in the experimental group before and after the practice,and most of the students' original mental health problems were improved.At the same time,there is no significant difference between the test results of the students before and after the practice.From all aspects,we can draw a conclusion: there aremany mental health problems in junior middle school students;it can effectively improve students' psychological problems by infiltrating mental health education in junior middle school biology teaching;it is not obvious to improve students' academic performance;it is necessary and feasible to infiltrate mental health education in junior middle school biology teaching.The innovation of this study lies in the impact of the penetration of mental health education in junior high school biology teaching on students' mental health,as well as the methods and measures that can be taken in the process of penetration.It provides theoretical and practical support for the penetration of mental health education in junior high school biology teaching.At the same time,due to the limited research time and research object,the actual application case development is less,still need the majority of teachers to continue to study and practice.