Comparative Study On The Contents Of Primary School Mental Health Education Textbooks

Since the beginning of the new basic education reform in the early 21 st century,many mental health education textbooks have been published in China.A systematic comparative study of these textbooks is of great significance for the selection and revision of textbooks.This article attempts to select paper textbooks for mental health education in some primary schools in China,and conduct a preliminary comparative study of the contents of these textbooks.This study selected seven sets of primary school mental health education textbooks published in Beijing,Hubei,Shanghai,Jiangsu,Fujian,Jilin,Guangdong and other places,and based on the "Outline of Mental Health Education Guidelines for Primary and Secondary Schools" revised by the Ministry of Education in 2012 The analysis is made from three dimensions: the structure of the five major fields,the theme of the textbook content,and the presentation of the textbook content.The main findings are as follows:1.In terms of the structure of the five major areas,the number of topics in the compilation of seven sets of primary school mental health education textbooks varies.Overall,seven sets of primary school mental health education textbooks accounted for different proportions in the five learning areas.The proportions of textbooks in Beijing,Hubei,Shanghai,and Jiangsu editions in descending order are "emotion and social adaptation to life","interpersonal communication","learning to learn","self-awareness",and "life care".The Fujian and Guangdong textbooks are most prominent in "interpersonal communication".Students 'attitudes and behaviors in interpersonal communication are cultivated,and students' circle-shaped expansion is valued.The Jilin edition textbook has the most topics on "emotion and social adaptation to life",followed by "self-awareness","interpersonal communication","learning to learn" and "life care".2.In terms of textbook content topics,the textbook content topics are compared from the five content areas of self-awareness,learning psychology,interpersonal communication,life and social adaptation,and life care.Seven sets of mental health education textbook content topics are compared.Highest to lowest are: Jilin Edition,Beijing Edition,Fujian Edition,Jiangsu Edition,Hubei Edition,Shanghai Edition,Guangdong Edition;the proportion of learning psychology in order from highest to lowest is: Guangdong Edition,Hubei Edition,Jilin Edition,and Jiangsu Edition.,Beijing version,Shanghai version,Fujian version;the proportion of the field of interpersonal communication in order from high to low is: Fujian version,Guangdong version,Hubei version,Jilin version,Shanghai version,Jiangsu version,Beijing version;The ratios from high to low are: Beijing,Shanghai,Jiangsu,Jilin,Fujian,Hubei,Guangdong,and Shanghai.Jiangsu,Beijing and Beijing,Fujian version,Jilin version,Hubei version,and Guangdong version.Among them,the Guangdong version of the textbook has not been designed with the educational content of life care.3.In terms of content presentation,the seven sets of teaching materials have their own characteristics.For example,in terms of guides and presentations,the Jilin edition textbooks are presented in non-text form,which is full of fun;in terms of column settings,most textbooks use fixed column modules,and the Shanghai and Fujian textbooks are more flexible in column settings;In terms of illustration design,there are some gaps in the number and colors of the seven sets of primary school mental health education textbooks.The Jilin and Fujian textbooks use monochrome pictures,and the rest of the textbooks are in color.Although there are many differences in the above seven sets of primary school mental health education textbooks,on the whole,they have some common advantages and some disadvantages.The common advantage is that it meets the basic requirements of the outline,can highlight the uniqueness of the curriculum,and is more in line with the characteristics of primary school students' psychological development.The common shortcomings are: the creativeness of the curriculum is not fully reflected,the curriculum is not interesting,and the concept of positive psychology is not enough.