| Education anxiety and education volume are increasing due to the negative impact of examinations and selection mechanisms in the traditional education system,the impact of the devaluation of qualifications,the rise of innovative education,and the fact that some people are looking for new ways out of education.The pressure from the outside world and society ultimately needs to be borne by students,and only by putting in more effort and achieving better marks can they remain competitive in an internal environment.Under heavy pressure,secondary school students are exposed to more and more mental health problems,which have come to a hot concern in the world today.The years of schooling that secondary school students experience at the secondary level have a decisive and fundamental impact on their development.Whether the teaching they experience affects mental health and how to improve the mental health of secondary school students requires profound reflection and positive action in instructional design.This study addresses the mental health problems that exist among secondary school students nowadays,examines whether there are any negative effects on secondary school students’ mental health from the perspective of instructional design,and dissects the underlying reasons behind them,in order to solve the problems in the current instructional design and play a preventive and curative role for secondary school students’ mental health problems.Through interviews with teachers and students,it is clear that the current mode of instructional design in practice teaching is essentially a “Shua-Ti” instructional design,which is the result of over-directed performance objectives.Students from a representative secondary and high school were selected to collect first-hand real data using questionnaires,and data were entered and analyzed using SPSS software to gain insight into the impact of instructional design on secondary school students’ mental health including the following four areas.First,the amount of homework causes students to lack sleep.Secondly,the cycle of exams and rankings creates tension and anxiety.Third,mark-based assessment criteria undermine students’ confidence.Fourth,students cannot find the meaning of learning in the “Shua-Ti”mode.The reasons for this are analyzed in five dimensions: teaching objectives,teaching content,teaching strategies,teaching resources,and teaching evaluation.Drawing on the results of domestic and international reforms,and based on what I have learned and the practicalities of my work,I propose the following improvements.First,building a cooperative and supportive learning community.Secondly,creating authentic learner-centered teaching and learning contexts.Thirdly,Constructing meaning from practice-learning by doing.Fourth,a diversified education evaluation system should be established to break the score-based theory.It is hoped that this study will enrich theories of instructional design research,provide some insights for frontline teachers in their teaching,and serve as a reference for the prevention and treatment of secondary school students’ mental health. |
