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

Our country is facing a comprehensive and profound social change.Social environment plays an important role in the psychological development of teenagers.Meanwhile,under the multiple influences of family relationship and epidemic situation,the psychological problems of contemporary teenagers are becoming increasingly severe.Based on this background,to carry out mental health education in junior middle school,especially to infiltrate mental health education in subject teaching,has become a realistic subject to be urgently solved in school education,and biology teachers should stand in the forefront because of their subject particularity.Therefore,this study comprehensively uses teaching material analysis method and data analysis method and other research methods,based on psychological theory and starting from the current situation of mental health of junior high school students,carries out infiltration research on mental health education in biology teaching of junior high school,aiming to lay a foundation for the comprehensive implementation of quality education.The main results are as follows:（1）Through reviewing the literature,mental health not only refers to maintaining a good psychological state,but also should have interpersonal communication skills,self-regulation ability and social adaptability.Compared with developed countries,mental health education in China still has some problems such as insufficient attention and incomplete system.（2）Using the "Mental health scale for Middle School students",from ten dimensions of obsessive symptoms,paranoia,hostility and so on,the status of mental health level of two grades of middle school students in Liaoyang City was investigated,and the influencing factors of students’ mental health level were analyzed from two levels of gender and grade,found that there are at present junior high school students a certain degree of psychological problems,in which girls are more psychological confusion,and there were significant differences in depression factor（P=0.004）and anxiety factor（P=0.014）.Students in grade two are under more psychological pressure,and their overall psychological level is generally low,mainly due to the significant difference in maladaptive dimension（P=0.015）.However,conventional teaching can’t help students to solve psychological obstacles,which urgently requires teachers to infiltrate mental health education knowledge in junior middle school.（3）Based on the current investigation results,this paper tries to put forward corresponding teaching strategies from four aspects.Starting from junior high school biology textbook of Su Education edition,this paper explores relevant contents of mental health education,and lists teaching cases from three aspects of adolescent education,life education and will education,providing reference for the follow-up teachers to implement osmotic education.In class,we help students establish mental health awareness by teaching methods such as situational teaching,thematic teaching and intuitive teaching.After class,psychological health practice,psychological knowledge competition and psychological associations are used to help students further learn mental health knowledge and improve psychological literacy.Schools should actively develop school-based curriculum,establish mental health management mechanism and multiple evaluation model,and improve the mental health education management system.（4）According to the teaching strategy to implement infiltration teaching,the mental health level and classroom assessment questionnaire results were statistically analyzed,found that there are significant differences in students’ mental health level before and after the infiltration teaching,and the longer the infiltration time,the more help students to further understand and master psychological knowledge,improve the psychological level.