Research On The Penetration Of Biology Teaching Into Mental Health Education In Junior High School In Qingnan

Adolescence is an important period in the development of a person’s life,and adolescence is also a time when students have a high incidence of psychological problems.The high rate of suicide due to mental health problems reflects the lack of mental health education for secondary school students in China.The State attaches great importance to the issue of youth mental health and has issued a series of opinions and policies.The latest reply from the Ministry of Education clearly states that mental health education is mainly integrated into subject education.Biology is a humanistic and social subject,and the textbook contains many mental health education contents,so using biology classroom to penetrate mental health education is a very good way.This paper is based on the shortcomings in the infiltration of mental health education in junior high school biology teaching,and takes teachers and students in some schools in Qingnan,Qinghai Province as the research objects.Further,the existing junior high school biology textbooks in the Humanities version were excavated,sorted out as well as practiced for teaching,and the barriers to implementing mental health education in junior high school biology courses were analysed,and appropriate strategies were developed.The findings are as follows:Investigating the current state of mental health of students in the region,the average score for boys was 33,and the average score for girls was 40.The overall average score for students was below 50,and overall the mental health was relatively healthy,and it is of concern that the average score for girls was significantly higher than that for boys.When a single factor analysis was conducted,the students scored above 8 on the three factors of learning anxiety,self-blame and allergy,with more obvious problems.The loneliness tendency score of 2.77 was lower than 3,with no psychological problems,and was associated with the fact that most local children are not only children.In the results of the survey of frontline junior high school biology teachers,it was concluded that 25% of teachers were not aware of mental health education at all,87.5% of teachers thought it was necessary to infuse mental health education in the classroom,but only 31.25% of teachers had infiltrated mental health education in the classroom;the overall situation of infiltration was poor.The main factors limiting the development of mental health education among teachers in the region include:teachers’ lack of awareness of mental health,the existing single assessment and evaluation method,insufficient class time,and students’ weak foundation and lack of attention.Based on the findings,the author proposes the following strategies:(1)improving teachers’ mental health education capacity and establishing awareness of infiltration;(2)promoting school-based curriculum construction,analysing the content of biology textbooks and tapping into mental health education resources;(3)improving the teacher assessment system and diversifying evaluation methods;and(4)strengthening contextual teaching to establish students’ awareness of mental health.