A Study On The Current Situation And Countermeasures For The Infiltration Of Mental Health Education In Junior High School Biology Teaching

With the improvement of social economy,technological innovation and increasing social competition,the social environment in which secondary school students live is changing rapidly.Secondary school life is a critical period of life for a person,whose psychological and physiological changes are very easy to occur,and the slightest inattention may lead to psychological problems.At present,China’s secondary school mental health education is mainly to carry out some psychological education courses,which are monotonous and boring,and it is difficult to improve students’ interest in learning.Based on this background,the infiltration of mental health education in subject teaching has become the focus of subject education,while biological knowledge originates from life and is closer to students’ lives.Therefore,this paper researches the infiltration of mental health education in junior high school biology teaching in order to lay the foundation for cultivating core literacy of biology.This paper adopts literature research method,questionnaire survey method and other methods to study the current situation and countermeasures for the infiltration of mental health education in junior high school biology teaching,and this paper consists of five parts:The first part is the introduction,which describes the research background,research purpose,research significance and research method of this paper by reviewing the literature,and analyzes the current situation of mental health education research at home and abroad.The second part is the definition of related concepts and theoretical foundation,which mainly summarizes the related concepts of mental health,mental health education and school mental health education,and also gives a specific description of the content of mental health education.The third part is a survey and analysis of the current situation of the infiltration of mental health education in junior high school biology teaching,which investigates the current situation of mental health of some junior high school students in Fuyang area and the current situation of teachers’ infiltration of mental health education in teaching.The results show that currently junior high school students generally have some degree of psychological problems,and there are problems such as insufficient mental health education resources,single teaching method of mental health education,insufficient mental health education ability,and lack of evaluation mechanism of mental health education for teachers to penetrate mental health education in teaching.The fourth part is a study on the strategy of infiltrating mental health education in junior high school biology teaching.In response to the problems found in the survey,the author proposes to deeply explore the biology teaching materials and extracurricular mental health education resources;enrich teaching activities to promote students’ overall development;adopt various teaching methods to enhance students’ interest in learning;optimize the use of after-school time and conduct targeted counseling;improve teachers’ comprehensive ability and perfect mental health.The fifth part is a practical study on the infiltration of mental health education in junior high school biology teaching,using the above proposed countermeasures for teaching design and implementation.We found that students actively participated in classroom activities,their interest in learning improved,and some of their psychological problems were solved.Today,secondary school students’ psychological problems such as learning pressure,interpersonal sensitivity,depression and anxiety are common.Infiltrating mental health education in junior high school biology teaching can improve students’ mental health status and enhance their mental health quality,which is conducive to enhancing students’ interest in biology and laying the foundation for the cultivation of core literacy.