【正文】 分重要的內(nèi)容。師生心理交融的基礎(chǔ)是感性的交情，也是愛的投入。我們只有通過(guò)各種途徑，深入地理解我們的學(xué)生，才能達(dá)到成 功教育的目的。當(dāng)學(xué)生的思維、情趣、愛好都有了張揚(yáng)的空間時(shí)，就會(huì)走進(jìn)老師和老 師攀談并成為朋友，為學(xué)生的心理能夠健全發(fā)展打下了扎實(shí)的基礎(chǔ)?！狈催^(guò)來(lái)講，如果離開“情感”這塊“肥沃的土地”，也就結(jié)不出“良好的發(fā)展”的果實(shí)。如校園的戶外場(chǎng)地富有變化，則具有激發(fā)小學(xué)生多種經(jīng)驗(yàn)，誘發(fā)小學(xué)多種活動(dòng)行為的功能。教育部1999年13號(hào)文件《關(guān)于加強(qiáng)中小學(xué)心理健康教育的若干意見》中指出：良好的心理素質(zhì)是人的全面素質(zhì)中的重要組成部分，是 未來(lái)人才素質(zhì)中的一項(xiàng)十分重要的內(nèi)容。s learning, development and it has an important role, as parents must take mental health as a child education target and content to full education should be focus on book knowledge to focus on how to teach children the right man direction a teacher of the Enlightenment of the parents for the children to create a good family atmosphere, with its cheerful, openminded personality, democracy and equality in education style to influence a child, make love without favor, while strict implementation of family mental health education is the basis for understanding the must understand the child39。 Psychology The pupils39。 learning interest, confidence and courage, but also cultivate students39。 mind in students in need of care, help, only teachers selfless to student Qingsa the nectar of love, in order to better shape, purify the hearts of the students in Teachers39。 psychological, not often in front of her class to criticize or satirical student, but considering the students39。s primary and secondary school students in examination, their demands, is the textbook knowledge, the teacher is the pursuit of the proportion, of concern for her students to learning, student achievement in a fall, and there is no good for no reason, from the students39。s psychological health education carry out family mental health education is the premise of change carry out family mental health education is the basis for understanding the carry out family mental health education is the key to trust the carry out family mental health education process, be sure to avoid longterm psychological punishment on of parents in the process of cultural quality and psychological quality, cultural quality and psychological status of parents influence character by environment influence on their physical and mental one A primary mental health ．self centered With the development of our national economy, the implementation of family planning, family 39。s life is the earliest accept is family education, family education is the starting point and foundation of twentyfirst Century the face of new challenges, minors need strong psychological the primary school students are the only child in the family, they grew up in the parental care of psychology to bear ability, psychological quality has bee weakened, also lack the mental exercise and will hone, which is badly in need of our concern and as a child39。s development” concept is ing, it than in the past teaching more attention to each student39。 psychological state, we conduct mental health education should pay attention need satisfaction degree Need is the behavior of the individual is the driving force, all the activities of human beings is based on a need basis, reasonable need to satisfy the individuality full prerequisite for the students, love needs, esteem needs, munication needs, is a necessary condition for the development of their mental not fully meet, may lead to a lack of motivation, mood disorder, personality, abnormal reaction of deviation from such issues course, to meet the needs and not as fully as possible, some require excessive meet will also cause psychological development in a home grant whatever is requested child may lead to frustration and stress drop。 psychological burden, the poor performance of students downhearted, learning without passion, even were prevented from psychology, and then blindly nose or weariness from school form a kind of invisible pressure of petition, resulting in strained interpersonal relationships between students, not sincere exchanges, resulting in a lot of students have autism or , the teaching contents and methods The majority of our school teaching and examinational education mainly, dull teaching content, teaching method is unitary, unable to mobilize the enthusiasm of students, to a certain extent to bring the students psychological show that, quite a part of students learning anxiety, fear of school, worried about the exam, to produce a series of physical and psychological disorders, such as headaches, insomnia, neurasthenia, loss of appetite, anxiety, depression and other educationalist Ushinski said:“ the children by shape, color, sound and general feeling and thinking things。s prestige is include parents, other people cannot of this, the relationship between teachers and students the quality of the pupil 39。 academic development, must also pay attention to students39。 legitimate needs, is the primary form and maintain healthy psychology basic 39。s personality, intelligence, learning adaptability, learning ability, life skills, ability to adapt the society and the family, the relationship between teachers and students, students 39。s personality, trust them, care about their daily activities, as far as possible to meet their legitimate aspirations and demands, so that they truly feel friendly, lovely, parents can the children are willing to put his own mind, secrets of the heart to tell parents to listen to the children, the largest the same time, the parents must fully believe that the child39。因此在課程改革中科學(xué)、有效地開展心理健康教育顯得尤為重要。所布置的內(nèi)容隨著教育目標(biāo)、季節(jié)變化而變 化。學(xué)生在 這樣一個(gè)人格得到尊重、情感得到理解、行為得到鼓勵(lì)、努力得到肯定的氛圍中，就能盡情釋放自己潛在的創(chuàng)造能量，毫無(wú)顧慮地表達(dá)自己的思想感情，自然地表露 出自己的困惑疑問(wèn)，首先就是創(chuàng)設(shè)和諧輕松愉快的學(xué)習(xí)環(huán)境。作為教師，在學(xué)生面前必須表現(xiàn)一個(gè)真實(shí)的自我，用真誠(chéng)的愛去對(duì)待每位學(xué) 生，才能使學(xué)生感到真實(shí)、可信。社會(huì)的因素，家庭的教育都給我們的教育帶來(lái)了一定的難度，唯有積極探索，適應(yīng)新情況，敢于面對(duì)新問(wèn)題，才能不斷地發(fā)現(xiàn)兒童的最新動(dòng) 態(tài)，走出一條與時(shí)俱進(jìn)而不會(huì)落后的道路。當(dāng)學(xué)生遇到不順心的事時(shí)，就會(huì)產(chǎn)生不良情緒，并對(duì)學(xué)習(xí)和生活造成一定的影響。因此在課程改革中科學(xué)、有效地開展心理健康教育顯得尤為重要。當(dāng)學(xué)生的思維、情趣、愛好都有了張揚(yáng)的空間時(shí)，就會(huì)走進(jìn)老師和老師攀談并成為朋友，為學(xué)生的心理能夠健全發(fā)展打下了扎實(shí)的基礎(chǔ)。我們只有通過(guò)各種途徑，深入地理解我們的學(xué)生，才能達(dá)到成功教育的目的。師生心理交融的基礎(chǔ)是感性的交情，也是愛的投入。小學(xué)思品課中常用的心理健康教育策略有明理法、陶冶法、感染法、示范法、鍛煉法。一、明理法小學(xué)生心理品質(zhì)的形成是以他們的道德認(rèn)識(shí)為基礎(chǔ)的。陶冶法就是努力營(yíng)造良好的教學(xué)環(huán)境，如建設(shè)良好的班集體、創(chuàng)設(shè)優(yōu)良的校風(fēng)、設(shè)置成功教育的情境等等，使學(xué)生的身心于潛移默化中得到陶冶。因此，在思品課教學(xué)中有機(jī)滲透心理健康教育因素，使學(xué)生在一個(gè)和諧快樂(lè)的環(huán)境中學(xué)習(xí)和生活，這從某種角度上