The Teaching Design Of "Self Awareness" In Middle School Students’ Mental Health Course

Junior high school students are at a stage of rapid physical and psychological development.At this stage,it is not only an important period in their learning career,but also a period when their mental health is most prone to problems.Among them,the cultivation and training of correct self awareness is an important issue.The junior high school period is a key period for shaping their self-awareness,and it is necessary to provide them with good mental health education and self-awareness guidance.Therefore,based on reviewing relevant literature and materials,this study analyzed the current teaching situation of mental health education at home and abroad,and conducted research on self-awareness courses.By using survey methods,experimental methods,and other methods,a teaching design implementation strategy of integrating classroom,group counseling,and peer teaching was proposed to address the shortcomings of traditional self-awareness mental health teaching design,and specific teaching plans were designed.This study selected first year students as representatives and conducted a survey on their self-awareness status.Based on this,according to the requirements of the "Guidelines for Mental Health Education in Primary and Secondary Schools(2012 Revision)",the educational goal of self-awareness related to mental health in middle school grades is to "help students strengthen self-awareness,objectively evaluate themselves,and understand the physiological and psychological characteristics of adolescence",Design a teaching plan for the self-awareness course for junior high school students.Divide the subjects into an experimental group and a control group,and conduct self-awareness intervention and no intervention,respectively.Compare the data before and after the test to verify the effectiveness of this teaching plan,in order to improve the self-awareness level of junior high school students and provide a plan for self-awareness teaching.The results of this study are as follows:(1)There are significant differences in demographic variables in junior high school students’ self-consciousness,including significant differences in dimensions such as behavior,intelligence,school situation,physical and appearance attributes;There were no significant differences in anxiety,sociability,happiness,and satisfaction.Among junior high school students,female students scored significantly higher than male students in terms of behavior,intelligence,and school conditions,while male students scored higher than female students in terms of physical appearance and attributes.(2)The self-consciousness teaching design of this study has a significant effect on improving the self-consciousness level of junior high school students.There is a significant difference between the pre and post test results of the experimental group and the control group,and the self-consciousness score of the experimental group is significantly improved.Conclusion: The teaching design carried out for junior high school students in this study conforms to the development laws of their mental health.It can improve their self-awareness ability and mental health level through a trinity of classroom,peer teaching,and group counseling,and can provide some teaching references for mental health teachers.