Design And Implementation Of Junior Middle School Students’ Gratitude Curriculum

Recently,as one of the positive psychological traits,gratitude has gradually come into research field and attracted researchers’ attention.Currently,a number of researches show that individual gratitude has a very close relationship with mental health.A high-level gratitude,which has a significant positive impact on individual physical and mental development,can effectively improve the level of individual mental health.As for junior school students,“adolescence” is not only a vital phase in their whole life development,but also a key period to cultivate gratitude.Therefore,we should develop the gratitude education as soon as possible,in order to promote the gratitude quality and mental health development of junior school students and help them grow up healthily.For this reason,based on some theories,including gratitude facet theory,broaden-and-build theory,and three-dimensional structure model of intelligence theory,this study designs a set of gratitude education courses to improve the junior school students’ gratitude level.This study selects the Adolescent Gratitude Scale and Mental Health Scale for Secondary School Students to carry out a questionnaire survey among 450 junior school students in Urumqi,focusing on the current situation of junior school students’ gratitude level and its relationship with mental health.In addition,the author designs a set of gratitude education courses for the junior school students by the combination of relevant theories,and selects the two classes of Grade 7 as the experimental group and the control group through convenience sampling.The two groups accept the chi-square test with demographic characteristics to ensure their homogeneity in demographic variables.At the same time,the independent sample t-test should be conducted among the two groups before the level test of gratitude and mental health,so as to make ensure that there is no difference between their gratitude and mental health level before accepting the course intervention.To observe the changes of junior school students’ gratitude and mental health levels around the gratitude courses period and to discuss the availability of this course scheme,an 8-week gratitude course is conducted in experiment group once a week and the regular school mental health courses are carried out in control group.The post-test and tracking post-test will be accomplished at two time points: the time after finishing the courses and two months after the finishing courses.The results show that in terms of group,the scores of experimental group students have a significant difference in pre-test and post-test of gratitude and mental health level,and the scores of control group students have no significant difference in pre-test and post-test of gratitude and mental health level;in terms of time,the scores of experimental group students and there is no significant difference in post-test and tracking post-test of gratitude and mental health level.In addition,the gratitude and mental health levels of control group have no remarkable differences at three time points.Thus,this study draws the following conclusions:1.This course scheme can improve the gratitude levels of junior school students effectively.2.This course scheme has certain persistence effect.3.Gratitude has a relationship with mental health.