Research On The Development And Practice Of School-based Courses Of Mental Health Education For Children With Moderate And Mild Mental Retardation ——Takes Kunming X Peizhi(Mental Cultivation)school As An Example

In the Guiding Outline for Mental Health Education in Primary and Secondary Schools,a comprehensive deployment is made for the work of mental health education in primary and secondary schools,and detailed requirements are put forward.As the increasing attention paid to the mental health education of children with mental retardation,the particularity of educational objects makes it impossible for us to copy the content of mental health education of ordinary students,resulting in more "blank spaces" in the mental health education of special children.The purpose of this study is to provide reference and guidance for other similar Peizhi schools to carry out mental health education courses through the development of courses of mental health education for children with moderate and mild mental retardation.The research on the development and practice of school-based courses of mental health education for children with moderate and mild mental retardation stems from the practical psychological development needs of special students and the demands of Peizhi schools for the development of the courses of mental health education.On the basis of the characteristics of special students and with the course concept of "meeting the psychological needs of special students at different levels,integrating teaching and health,promoting the professional development of special education teachers and highlighting the school running characteristics",the author developed the School-based Course of Mental Health Education for Children with Medium-to-mild Mental Retardation（Trial）,focused on the special implementation of "interpersonal communication" problem,evaluated it based on the effect of course implementation,and reflected and summarized the development of school-based course.This paper is divided into four parts.The first part is the empirical investigation that the researchers selected 92 children with moderate and mild mental retardation from the Peizhi special education schools in Yunnan Province to conduct a questionnaire survey,analyzed the current mental health status of students with moderate and mild mental retardation to understand their needs;secondly,it investigated and understood the current situation of mental health education in 27 Peizhi schools in Yunnan Province;finally,it interviewed the front-line teachers of special education with psychological background to discuss the needs of the development of mental health education course for Peizhi schools.The second part is the development of school-based course: first,it located the concept and theoretical basis of course development,formulated the course objectives according to the national requirements,students’ needs and discipline characteristics,and divided the course into general objectives and specific objectives;secondly,it constructed the course content system in according with the objectives and finally determined the School-based Course of Mental Health Education for Children with Medium-to-mild Mental Retardation（Trial）.The third part is the practice of the special activity of "interpersonal communication" in Kunming X Peizhi school that the researchers selected 8 children with mild mental retardation to focus on the more prominent interpersonal communication problems in the mental health education of children with mental retardation,and we used the game teaching method to carry out a total of 14 weeks of practical exploration and hoped to find out the deficiencies in the process of practice and seek the direction of improvement.The fourth part is the reflection and improvement strategy of the School-based Course of Mental Health Education for Children with Medium-to-mild Mental Retardation（Trial）.The following conclusions are drawn through practice:（1）The implementation of mental health education for students with moderate and mild mental retardation is effective.The growth and changes of educational objects can be reflected in the process and effect evaluations.（2）The objectives of "interpersonal communication" in the School-based Course of Mental Health Education for Children with Medium-to-mild Mental Retardation（Trial）are reasonable.The contents focus on the requirements put forward in the specific objectives and in line with the development needs of students with mental retardation.（3）It is feasible to use game teaching method to carry out mental health education for students with moderate and mild mental retardation.The selection of game method is in line with the way that educational objects like and are interested in,and also meets the psychological needs of special students.It attracts students’ attention through the design of game activities,so that students can continuously participate in activities to learn the psychological knowledge,use music and the action to help mobilize students’ sense and perception and achieve psychological rehabilitation.