Design And Implementation Of Junior School Students’ Mental Health Education Curriculum Module Based On Interpersonal Dynamics Theory

The mental health problems of junior middle school students have attracted more and more attention,among which interpersonal relationship problems occupy an important position.Strengthening the cognition and guidance of students’ interpersonal relationship problems is helpful to guide students to establish correct interpersonal relationship view and values,and promote the development of overall mental health.Therefore,developing a mental health education curriculum interpersonal relationship module suitable for junior high school students can effectively improve the level of junior high school students’ mental health,and at the same time provide a reference for schools to provide mental health education curriculum design and practice.The purpose of this study is to understand the current situation of interpersonal adjustment of junior high school students,and to explore the role of the interpersonal relationship curriculum module of mental health education and the three main interpersonal relationships of junior high school students,so as to provide more specific and effective guidance for the psychological health education of junior high school students.This study uses a questionnaire to conduct a preliminary investigation on the status of three major social relationships among junior middle school students in Nanchang: parent-child relationship,teacher-student relationship and peer relationship.Based on the theory of interpersonal relationship dynamics,and aiming at the mental health characteristics and needs of junior middle school students,combined with the actual teaching situation of the school where they practice,a set of systematic and complete eight-times mental health education module course is designed for a class in a school in Nanchang.The teaching effect of the curriculum design in this study was investigated through the pre-middle and post-test results of the experimental students and the ways of teacher self-evaluation and student self-evaluation.In the design and implementation of curriculum modules,we advocate the education concept of student-centered,practice-led and respect for individual differences,emphasize the individuation and diversity of curriculum content,and aim to stimulate students’ inner enthusiasm and initiative,help them better deal with and solve psychological problems,and improve their self-adjustment ability.A variety of teaching strategies and means,including course content explanation,case analysis and group discussion,are adopted to establish an interactive,experience-based and self-learning teaching environment.According to the data analysis,the implementation of this module has improved the mental health level of students to some extent,and has been well evaluated by students,teachers and other feedback reference.But there are some problems and deficiencies in the implementation,which need to strengthen the difficulty adjustment and the improvement of teaching methods.In view of these problems and deficiencies,we put forward corresponding improvement strategies and suggestions,and incorporate them into the improvement and development of curriculum modules,in order to continuously improve the mental health level and literacy level of junior high school students.