SHS Web Conf.
Volume 60, 2019Forum on Psychological Health Education and Counselling for School Students (PHECSS2018)
|Number of page(s)||6|
|Published online||14 January 2019|
A Case Study on the Content Infiltration of Positive Mental Health Education in Chinese Teaching
Department of Chinese language and literature, Jinan University, Guangzhou, Guangdong, China Li Zhi: Doctoral candidate of Jinan University, Guangzhou, Guangdong, China. She had worked as a Chinese teacher in a six-year secondary school in Guangzhou for seven years.
Conducting the content infiltration of positive mental health education in Chinese teaching is not only the requirement of positive mental health education, but also the requirement of Chinese subject teaching itself. On the basis of summarizing the practical teaching experience, this paper summarizes four methods to conduct the content infiltration of positive mental health education in Chinese teaching, that is: constructing mainstream stories to promote positive identification; bringing students into situation to inspire introspection; reshaping students’ positive mind to promote application; arranging writing exercise to promote students’ comprehension.
© The Authors, published by EDP Sciences, 2019
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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