First, the significance and value of the research

Judging from the needs of social development for people, with the development of market economy, social competition is becoming increasingly fierce and the pace of life is accelerating. In the face of this rapid change, only with healthy psychological quality can we not be knocked down by heavy work pressure.

From the perspective of human development itself, healthy psychological quality is the key to success. Among the middle school students over the years, many students have different psychological qualities in the face of various pressures, so that they have different results. Some people got excellent grades and went to university for further study. Some people were demoralized, lost their reputation in Sun Shan, and even embarked on the road of destroying their families and themselves. At present, this phenomenon has gradually spread to the younger age.

Judging from the current situation of children aged 3-6, because they are in the critical period of psychological development and personality formation, they are highly plastic, psychologically immature and have a low level of self-regulation and control, and are easily influenced by adverse factors such as the environment. In addition, parents pay too much attention to the care and care of their children's lives, and rarely take care of their psychological feelings, which makes their children form unhealthy psychology such as timidity, inferiority, loneliness and anxiety. They are not gregarious among their peers, they are not confident in their work, and they lack a sense of responsibility and competition, which affects the overall development of their children.

Judging from the current kindergarten education, it is mainly an educational model with the content of "morality, intelligence, physique and beauty", and the courses set are basically at the educational level of imparting certain knowledge and forming certain behavior habits. In fact, kindergarten education in morality, intelligence, physique and beauty contains the content and significance of psychological education, but there is no systematic and independent psychological education. "Mental education" is mostly included in the category of "moral education", while "Physical Education" and "Health" only pay attention to the mastery of children's health knowledge and the cultivation of physical quality, and rarely study it from the aspects of physical and mental health. As far as the development of today's society, contemporary education and contemporary people are concerned, psychological education should occupy an important position in kindergarten education.

To sum up, it is the need of social development, current and future education and human development to carry out mental health education for children so that they can have healthy psychological quality from childhood. Therefore, we try to find out the characteristics of children's mental health development through the investigation and analysis of children's psychological barriers and the influence of various factors, so as to put forward educational methods to cultivate children's healthy psychological quality and provide scientific basis for the enlightenment education of children's psychological quality.

Second, the overall design of the project

(A) Concept definition

Health: refers to not only the absence of physical defects and disabilities, but also a complete physical, psychological state and social adaptability.

Mental health: refers to the development of personal mood into the best state within the scope of physical intelligence and emotional contradiction with other people's mental health.

At present, it is a common view that mental health can give full play to the greatest potential of individuals and properly handle and adapt to the relationship between people's environments. It includes two meanings: one is that there is no mental illness; Secondly, they can actively adjust their mentality, adapt to the environment and effectively and constructively develop and improve their personal mental health. Happy and stable mood, positive attitude towards life, harmonious interpersonal relationship, self-regulation and control of behavior. The International Conference on Mental Health clearly pointed out that the signs of mental health are: (1) physical, intellectual and emotional harmony; (2) Adapt to the environment and be humble to each other in interpersonal relationships. (3) Have a sense of happiness; (4) In work and occupation, I can give full play to my abilities and lead an efficient life.

(B) theoretical assumptions

Through the exploration and experiment of "children's mental health", we can construct a management model and an education and teaching model suitable for children's mental health education, which can make children aged 3-6 years old mentally healthy under the experimental conditions and form a relatively stable development trend, so that they have a lively and cheerful personality, the courage to overcome difficulties, a serious attitude towards things, enthusiasm for others, tolerance, originality and frustration tolerance, so as to promote children's all-round development and lay the foundation for cultivating high-quality talents.

(III) Research objectives

Overall goal: to explore an effective "training method for children's mental health"

Specific objectives:

1, study the main characteristics of children with physical and mental health development difficulties.

2. Analyze the factors that affect children's mental health.

3. Explore the training goal and operation mode of children's mental health.

(D) Research methods

1, literature method and group discussion method based on rational speculation. On the basis of reading a lot of literature and discussing, this paper understands the meaning and structural factors of children's mental health and defines this concept. At the same time, through group discussion, we can understand the expressive behavior of children in various psychological States, so as to correct and deepen our understanding of the concept of "definition". Using the investigation method of scene observation, which combines theoretical study with practical action, we can understand the general trend and characteristics of psychological development of children aged 3-6.

2. Construct the cultivation strategy of children's mental health by combining rational speculation with experience summary.

3. An empirical study of training strategies is conducted by action reflection method.

(5) Research strategy

1, reform the kindergarten management mode

(1) Pay attention to environmental creation. A good environment can keep children in a good emotional state and promote the development of advanced emotions. It plays an important role in forming a healthy psychology for children. Families and kindergartens work closely together and have the same requirements. * * * Together, they enter the world of childlike innocence, master scientific parenting knowledge and educational talents, and achieve harmonious and harmonious relations with children, be sincere and friendly to children, and give them trust and warmth. Create a relaxed and pleasant psychological environment for children, so that they can live happily and grow up healthily in a friendly and kind atmosphere.

(2) Pay attention to teacher training. Starting with management concepts and measures, kindergartens pay attention to "introducing people, guiding people, motivating people, cultivating people and using people", give full play to teachers' main role, improve their ability to implement "children's mental health education", and strive to make teachers become scientific research teachers.

2. Reform the teaching mode

(1) Reform the classroom teaching mode, reset the course content and mode, add special mental health courses for children, and pay attention to infiltrating mental health education in other disciplines. In classroom teaching, children are guided to take an interest in learning, and flexible ways and various teaching methods are adopted according to their age characteristics, so that children can actively learn in a relaxed and happy atmosphere and strive to build a colorful classroom teaching model.

(2) Reform the activity curriculum model. Increase the time and content of operational activities and social activities. Set up activity classes with different contents (games, labor, visits, experiments, etc.) so that children can participate in their favorite activities as much as possible. This relatively open curriculum model is conducive to cultivating children's positive and happy emotions and creative talents.

3. Reform the educational model.

Education methods should be appropriate. Whether the correct educational methods can be adopted has a great influence on children's mental health. Too strict discipline will hurt their self-esteem and limit the development of independence and creativity; Obedience and indulgence are easy to cause excessive dependence and poor resistance to setbacks. Therefore, on the basis of studying children's psychological characteristics, we will explore effective educational methods and compile Children's Mental Health Cases according to the behavior performance in various psychological states.

(6) Research time

Preparation stage: September 2002-2002 1 1 month.

Implementation stage: 20021February-August 2005.

Summary stage: September 2005-20051February.

Third, the mid-term research results of the project

In 20021February, this project entered the implementation stage. We adopted the research method of combining literature, action research and case study to reform the management, teaching and education mode of kindergartens. Through half a year's efforts, the goal of children's mental health education has been initially formulated, the main characteristics of children with behavioral problems have been analyzed, and the implementation strategies of children's mental health education have been explored.

(A) Children's mental health education objectives

The goal of children's mental health guidance is an important basis for selecting and determining the guidance content and formulating the guidance scheme. It is also a reference for guiding the direction of psychological guidance and regulating the process of psychological guidance, and it is also a standard for testing and evaluating the effectiveness of psychological guidance. After consulting references and constantly revising them in practice, our research group initially formulated the target system of mental health education in kindergartens.

Overall goal: (10)

1, can care about all kinds of things and phenomena in the surrounding world, have good observation, attention, imagination, generalization and analysis ability, have a strong thirst for knowledge, and can understand their relationship with all kinds of things and phenomena in the surrounding world.

2. Be able to express and exchange your feelings and ideas with parents, teachers and peers.

3. Willing to seek new life experiences and having good ability to adapt to the environment.

4, do things with confidence and patience, and strive to be successful. Not afraid of failure and frustration.

5. Have a certain ability of self-care and initially develop good living habits.

6. Be able to actively participate in group activities and dare to express themselves.

7. Be friendly with children, cooperate on an equal footing, be willing to care about others and be compassionate.

8. Have certain self-evaluation ability and self-restraint ability.

9. If you encounter difficulties, you can find a way to solve them.

10, can accept the persuasion of teachers and parents, not willful.

Under the overall goal, we have formulated different levels of goals according to the different age characteristics of children. In this way, the whole target system has become the direction and test standard of our work.

(B) the main characteristics of children with behavioral problems

At present, some preschool children do have behavior problems. We consulted a large number of monographs on children's psychology, and designed questionnaires such as "Children's Psychological Development Questionnaire", "Children's Self-awareness Questionnaire" and "Children's Social Development Survey" to conduct a comprehensive survey of children in the experimental class. Some of these questionnaires were filled out by parents, some by teachers, and some by children and parents. It should be said that under the condition that children's self-evaluation ability is not perfect, we obtained the most authentic first-hand information from the people who know them best and made an objective and fair evaluation of them. We divide children's behavior into three situations according to whether there is a problem, the severity and the duration of the problem. The first is normal behavior, the second is behavioral deviation, and the third is behavioral disorder. As shown below:

Behavior disorder

Behavior deviation

Normal behavior

Mental health psychological disorder

In the experimental class, most of the children were healthy, and no children with behavioral disorders were found in the category of mental illness diagnosis. However, we found some children with behavioral deviation. If some children are withdrawn, some love to lose their temper. These children account for about 15.2% of the total number of people surveyed. Their characteristics are as follows: First, the problem is prominent at a certain age, and it is not obvious before or after this. Such as shyness. Second, whether it is emotional problems or behavioral problems, the manifestations are usually simple, such as only shyness symptoms, and there is no obvious syndrome, that is, other behaviors of individuals are basically good. Third, there is no similar personality defect or family inheritance. After reading these three characteristics, we have reason to believe that these children will change and get better and better through our efforts. On the basis of the above work, we also refer to the standards of Shanghai, and formulate the criteria for judging the behavior deviation of children in this park:

(1) Pulling out hair or sucking fingers (2) Biting nails or grinding (3) Picking nostrils (4) Stuttering (5) Enuresis (6) Clumsy movements (7) Tourette's syndrome (8) Emotional change (9) Excessive crying (10) Unable to be separated from parents (/kloc- 3) Multiple fears (14) rage (15) willfulness (16) unable to stay at home (17) shouting loudly (18) quarrelsome (19) hitting people. Destructive behavior (22) Lying (23) Over-dependence (24) Laziness (25) Disliking to play with peers (26) Cowardice and submission (27) Daydreaming (28) Holding your breath, turning purple until you twitch)

Among these 28 symptoms, if a child has 7-8 symptoms at the same time, it can be judged as persistent behavioral deviation. We will set up a case for him, and the teacher of this class will contact his parents, analyze the reasons, formulate measures, conduct follow-up observation and guidance, and make guidance records. If a child has less than 7 items, it is judged as a general behavioral deviation, and the teacher will take him as a special object and add more care and guidance.

(C) implementation strategies and performance of children's mental health education

1, reform the kindergarten management mode

Our garden actively improves management measures from both material and humanistic aspects, and builds a good material and humanistic environment to serve the healthy development of children's psychology.

(1) Optimize the physical environment of kindergartens

Although the beautiful kindergarten environment is material, it plays a suggestive role in the psychological formation and development of children, affecting not only their personality tendency psychology, but also their psychological and social development. Our garden aims at creating an environment that conforms to the age characteristics of kindergarten children and is close to their development. It not only pays attention to the beautification and decoration functions of the environment, but also pays attention to excavating the educational functions in various environments. Suhomlinski said: "Use all available conditions to implement education, and even make every wall speak." We use every corner of the kindergarten to let children participate in it, so as to make the environment layout open, changeable and interactive, and also combine the physical environment with the psychological environment. For example, decorate a "mood wall" and a "whisper corner". The environment in my garden has become a way for children to express themselves, a world. Living in this atmosphere, children feel that they are the masters of the kindergarten, and they have a sense of security and pleasure, which is conducive to the harmonious development of body and mind.

(2) Improve teachers' psychological quality

Cherzova, an educator in the former Soviet Union, said: "The influence of teachers' psychological quality on students is an educational force that can not be replaced by any textbook, any moral proverbs or any reward and punishment system." Teachers' personality and psychological quality have a direct impact on children's mental health. To this end, our garden has taken three measures: ① to establish a democratic and United garden style and create a good psychological environment for teachers. ② The leaders of the park care about helping teachers, solve practical difficulties for teachers and relieve teachers' psychological pressure in time. ③ Make use of educational salons and other activities to popularize and discuss mental health knowledge and guide teachers to learn self-counseling. In March, 2003, through democratic discussion and voting, our garden formulated "eight items of mental health quality of kindergarten teachers in experimental primary schools" and "ten items of teachers' safeguarding children's psychological rights and interests". These have become the guidelines that teachers in our school consciously abide by.

Under the influence of these measures, teachers in our kindergarten can understand themselves correctly, have an open mind and have a positive attitude towards life and work, setting a good example for children to learn. They also take an active part in scientific research, actively learn new educational concepts, establish a correct view of education and children, look at problems from the perspective of children in one day's activities, understand their voices, pay attention to the psychological growth of children with a generous and peaceful mind, and strive to be a teacher full of human brilliance. They also conscientiously sum up their experience and actively write articles. At present, some articles have been published in newspapers and magazines, and some have been exchanged at the Suzhou Psychological Academic Year.

2. Explore the education and teaching mode of children's mental health.

In the past, kindergartens mainly carried out education and teaching with the content of "morality, intelligence, physique and beauty". There was no systematic and independent psychological education, and it was mostly included in the category of "moral education". In fact, the moral, intellectual, physical and aesthetic education in kindergartens contains the content and significance of psychological education. In order to carry out mental health education in kindergartens, we are exploring a set of practical mode of mental health education which is relatively independent and integrated with other contents, so as to promote the formation of children's sound personality more effectively.

(1) Preventive mental health activities

There is a misconception that mental health education is to help those children with psychological deviation return to normal. However, "better late than never" education is not the true meaning of mental health education. It should focus on prevention. Teachers in our garden display their wisdom and wisdom, and arrange "mood wall" and other corners in the teachers, so that children can express their emotions and pour out their troubles. Kaikai, a kid in Class 3, hung an angry "little face" on the mood wall for two days. The teacher found out and understood the reason in time. It turned out that dad was holding a stick to "watch" him practice the piano. On the one hand, the teacher talked with Kaikai to let him understand the painstaking efforts of his parents, on the other hand, he got in touch with his parents and gave them "advice": how to make their children practice the piano actively and happily. The next day, "Smiling Face" returned to Kaikai's name.

Teachers also use "advantage cards" to let children draw the advantages of their peers on small cards and give them to their peers, especially to those "individual students", so that they can feel concerned and help them build up their self-confidence to make progress. There are still many of these practices in practice, which avoid many possibilities of "dead sheep" and play an important role in mental health education.

(2) Corrective mental health activities

Through measurement and teacher's observation, we also found children with behavioral deviation problems, such as: finger sucking addiction; Compulsive behavior; ADHD. Some are emotionally unstable, anxious, suspicious or depressed. We are very cautious about the identification of these children and will never give them a "hat". When exchanging opinions with their parents for cooperation, they should also use words carefully to avoid causing parents' blind panic or dissatisfaction.

In order to ensure the effectiveness of corrective activities, we put special children in each class on file and make comprehensive observation records. And get in touch with parents, carefully analyze his behavior problems, formulate corrective goals and specific methods, create an all-round good environment for children, record the development process of children in detail, and organize teachers to exchange cases regularly. This kind of case and comprehensive correction method has achieved good results because of its clear objectives and strong pertinence. In the morning, the children in the primary class (3) feel more and more secure in the garden, and Mimi in the secondary class (3) has basically overcome the behavior of attacking others ... However, we are also soberly aware that corrective mental health activities are a long-term and complicated work, which cannot be completely effective in a short time and needs unremitting efforts.

(3) Developmental mental health activities

Mental health refers to the best functional state that individual psychology can achieve within the scope of its own and environmental conditions. The word "best" indicates the high-level goal of mental health activities. Therefore, we should not only be satisfied with eliminating psychological problems, but should pursue the most harmonious development and optimal combination of children's body, cognition and psychology. It is a good practice to integrate mental health activities into kindergarten-based courses. We insist on carrying out mental health activities once a week, and the atmosphere of mutual lectures and discussions among teachers is very strong. With our efforts, our mental health class is very attractive to children and deeply loved by them. For example, "Two Stupid Bears" tells children how to deal with conflicts between peers; "The Store for Relieving Anger" allows children to experience and practice the correct ways to vent their emotions. Infiltration in the teaching of various subjects is also what we have always insisted on. For example, in sports activities, the cultivation of strong and brave psychological quality is always combined with exercise, and in music activities, the melody of experiencing beauty and feeling pleasure runs through ...

3. Create a good family parenting environment.

Family is the first school where children grow up, and parents are their first teachers. Bad family education will make children have all kinds of psychological deviations. At present, there are several unhealthy tendencies in family education: for example, emphasizing teaching by words and neglecting teaching by example; Pay more attention to material investment than spiritual investment. In view of this situation, our garden publicizes parenting knowledge to parents through publicity windows, home visits and parent-teacher conferences. Among them, the family education salon is the most popular among parents, and the teacher first decides the topic, such as: What should I do if my child rebelled? What role should grandparents play in education? Parents participate according to their own interests and needs, where they relax and "chat" about their parenting experiences, accumulate parenting information in the collision of various ideas, and deepen their understanding of children. In the middle school (1), Lei Lei's father took part in the class at first at the order of his wife. Later, in the discussion, he understood that Lei Lei's timidity stems from the urgency of "expecting a woman to become a phoenix", thus changing the way of education. Lei Lei became lively day by day, and he became a frequent visitor to the salon. For the parents of children with behavioral problems, teachers keep in constant contact with them, analyze the causes of the problems with them and study countermeasures.

Fourth, project management

Project management is a very important work in the process of project research, which determines the success or failure of project research. In order to strengthen the management of project research, we have taken two measures:

(a) the establishment and improvement of the research network, with guidance-implementation-inspection through-train management measures. Our business director, director of education, leader of teaching and research, and backbone of teaching and scientific research all perform their duties and work together, so that every link of the research can be implemented.

(2) Strengthening system construction. "No rules, no Fiona Fang". Our project research can be more effective because there are a series of systems to guarantee it. Such as regular communication system, regular activities system, regular study, discussion and summary system, data collection management system, etc., the implementation of these systems ensures the orderly work of the research group. For example, we stipulate that we should attend a seminar on mental health every week, exchange cases once every three weeks, and contact parents once a week.

V. Discussion on the Problems

During the research, we also found some unsolved problems and puzzles. If kindergarten children are young, how to use the methods they understand for psychological counseling; Whether the special attention of adults will bring pressure and negative effects to special children, etc. Because the project has not been carried out for a long time, these problems are being explored, and they will also become the focus of our next research. Turning over the long scroll of history, Freud, Watson, Piaget and other psychological masters have all seen the important influence of children's mental health development in the early life on their future growth. As pre-school educators in modern society, we think that the research we are carrying out on children's mental health education is very meaningful, and we are willing to make such efforts for children.

On Children's Mathematics Learning Materials

Operating materials are the carrier of mathematical activities and the material basis for thinking in mathematical activities. Children can't learn superficial mathematical knowledge and develop their initial mathematical ability without vivid and effective mathematical materials. The selected and appropriate operating materials can enhance children's understanding, interest in learning mathematics, improve their ability to solve problems and understand concepts; Its own characteristics and the activities defined by these characteristics often determine how much knowledge children acquire, how much interest they stimulate and how deep they develop their intelligence.

In most kindergartens, we can easily find digital cards, idea cards, geometric pictures, plastic sticks and other materials, which seem to bear a large part of the tasks of children's mathematics education and become a typical teaching aid and toy to embody mathematics education in many children's mathematics teaching activities. However, what children need to learn mathematics and what we can provide for them are far more than these things. Below, combined with the practice of carrying out the reform of children's mathematics education in our park, I would like to talk about some views:

First, special mathematics learning and teaching toys

1, written operation materials arranged around the teaching plan: mainly designed by children's picture books or teachers according to the teaching needs. Most of these materials are flat, and the design ideas pay more attention to mathematics teaching in the general sense, and the content selection is relatively limited. In today's educational situation, which pays attention to the individual development of children, it is obviously not in line with children's needs and interests to rely only on the practice of these written materials to teach children's mathematics in a general sense.

2. Mathematic toys specially made for young children: such as digital sorting boards, graphic boards, geometric towers, digital beads, egg sets, sleeves, various toys for counting and sorting, as well as geometric boards, sorting boxes and corresponding materials. This kind of toys have some traditional and classic styles, which are beautiful and durable. The biggest feature is that they can make children play middle school with high interest and durability. We should provide children with these teaching toys with certain basic mathematical characteristics as much as possible.

3. Mathematics corner materials designed for children's personalized activities: With the increase of teachers' understanding of children's mathematical ability development and the strengthening of the concept of providing different children with materials suitable for their current study, it is the general trend to provide children with a variety of materials that meet their needs and interests, so that children can choose activities content and methods according to their own interests and wishes.

Since the project of "Study on Life-oriented Mathematics Education in Kindergarten" was launched in our garden, we have made full use of the space according to our own reality, and opened up a mathematics area in the activity rooms of each class, and a mathematics city on the fourth floor, giving children sufficient activity materials and greater freedom to choose, so that children can study in a relaxed and happy atmosphere. In our garden, most of them are reflected in such interesting and life-oriented materials provided by teachers for children, which have certain situational and clear learning content. For example, the materials "Beautiful Flower Bed" and "Birds Looking for Home" designed for large-class children to add or subtract within 10: make the cake cover or base into "flower bed" or "forest", divide it into 10 blocks, and affix the numbers1-10 respectively; Several plastic flower blocks (bird pictures) are made into "flowers" or birds, with addition and subtraction cards within 10, and game sticks are inserted at the lower ends of the flower blocks or bird pictures. When playing, first calculate the number of the formula on "flower" or "bird", then insert the "flower" or "bird" into the corresponding number of "flower bed" or "forest", and after inserting several problem cards, a very beautiful flower bed and "bird's home" will appear in front of you.

Second, choose living materials that can be seen everywhere in life.

It is advocated by our "Study on Life-oriented Kindergarten Mathematics Education" that children's mathematics learning should be integrated into the whole study of children's nature and the kindergarten mathematics education should be put into life. Children learn mathematics in real life and the real world; Mathematics is abstracted from the real world. As long as you are good at being a conscientious person, you can find the material of mathematics in your life.

1 Original ready-made living materials, such as discarded beverage cans, fruit bowls, small leaves, stones, playing cards, bowls, chopsticks and spoons used in daily life, can be used to guide children to explore different ways of playing. Such as sorting, solitaire, ratio size, addition and subtraction operation games according to the pattern and number size of playing cards; Use bottles and cans to stack height, recognize shape, distinguish size and compare height; Use the beans in life to do classification and interval sorting exercises. In this kind of life-oriented manipulation, children get rid of the task pressure in formal mathematics activities, gain a more natural and unconstrained state of mind, show a strong desire to explore, get unlimited fun, and unconsciously enrich mathematics experience.

2. Operating materials after processing the original materials: There are many ready-made materials around children, which can be easily turned into teaching toys for children to learn mathematics naturally. For example, the material used for counting exercises for children in primary and secondary schools is "Feeding small animals": empty coke bottles are decorated as small animals and labeled with numbers or ideas, and an opening is dug at the upper part for the mouth of the small animals, and another bowl is prepared, in which a certain number of "peas" (beads) are put, and children feed the "peas" to the small animals with spoons according to the quantity requirements. Another example is to collect a number of transparent glass or plastic bottles with lids of different sizes in life, and make linear, dot or numerical marks on the bottle bodies or lids with instant stickers (the number, shape and arrangement of marks can be different), and then prepare some colored beads. You can let children play the game of matching ideas with numbers and putting the corresponding number of beads in the bottle according to the number on the glass bottle. Because these materials are close to children's life, they are particularly vivid and meaningful for children's learning; Here, children do their best to develop, create and perfect, and their independent operation and active activities are fully exerted.

Third, the real mathematical tools used by adults

There is a concept in the traditional thought that children can only accept mathematics learning materials specially designed for them, and adult mathematics tools are not understood and accepted by them. In fact, children have a strong curiosity and desire to explore, and the real mathematical tools used by adults have intangible attraction to them. For example, in the activities of children learning to measure, we might as well provide some meters, tape measures, rulers, etc. for children to measure and compare; When exploring the activities of balance, provide them with spring scales, hook scales, scales and weights to compare and weigh; Satisfy their curiosity and spirit of exploration, and let them find interesting laws and phenomena in their hands-on experiments and use of tools.

Dewey believes that when we say that education is development, our final conclusion is: life is development; Continuous development and growth is life. Mathematics education is rooted in children's life and experience, so that it can exert its greatest effectiveness and find the motivation for children to continue to grow. In the era of in-depth study and implementation of the spirit of the new Outline, it is our eternal goal to pursue the overall development of children's individuality, form educational strategies for children's active learning, and promote the improvement of each child at different levels.