Title i [present text]: the subject of the mental health education examination for primary school students in fukui's mental health education was selected as the main target of school mental health education by (c) questions and answers combined with the experience of their practical work on how to infiltrate mental health education in building school culture. First, at the national level, the mental health education background is characterized by some deviations and even some misperceptions, due to the late start of mental health education in the country. In recent years, mental health issues have become more prominent as the pressure on social life has increased, as have media campaigns, and more and more knowledgeable people have begun to focus on mental health education. Much work remains to be done to improve teachers ' knowledge of mental health, to eliminate the incorrect perception of mental health education by some teachers and to increase the number of students who view mental health correctly and even take an active part in mental health education. 2. The guiding philosophy is guided by the spirit of the relevant national and provincial documents, with the aim of promoting the physical and mental health of students, improving the quality of teaching and learning on a wide scale, and creating a brand of quality education. It is based on a school situation, with the full participation of all staff, and is being promoted in a comprehensive manner. It is based on the fundamental principles of the specialization of teachers of mental health education and the scientificization of mental health education. It actively promotes mental health education and, within three years, makes mental health education a feature of our school. Iii. Specific objectives are to improve the psychological quality of all students, to foster positive and positive psychological qualities, to promote the integrity of the pupils and to improve the quality of education. There has been a marked improvement in the mental health of the group of teachers through the creation of a cadre of teachers who are part-time, practical and productive. It is intended to reach out to all teachers and students, parents and society, and to develop a wide range of influence, attraction and visibility, as soon as possible becoming a brand image of genuine school identity, internal and external identity. Specific principles of a scientific nature. In order to be consistent with the mental and physical development characteristics of the student and with the mental and physical development patterns, mental health education is required. The principle of specificity. Education is provided on the mental health status of our students. (c) the principle of combining all students with attention to individual differences. Educational activities aimed at students as a whole have led to a positive perception of mental health education and a gradual improvement in the quality of mental health; attention has been paid to individual differences, and various forms of education and counselling have been developed to improve the mental health of students according to their different needs. The principle of combining prevention, correction and development. The principle of combining teachers'scientific guidance with the active participation of students. V. To promote the full participation of all personnel in the comprehensive training of teachers on an average annual basis in the subject of psychological education; to invite a psychologist to the school every year to give lectures on the subject to all teachers; and to make full use of the available resources for mental health education, beginning with a series of training for the head of the class. As soon as possible, a cadre of teachers in psychological education (with training programmes, training materials, learning skills and performance testing) who are part-time teachers will continue to work as “student development mentors”. Specialized education is provided, and the teaching of integrated subjects is taught in the school curriculum of mental health education, which is taught once a week at each grade. If the specialized curriculum is the primary channel of mental health education in schools and has a “dominant” function, the conscious penetration of mental health education in the teachings is a secondary channel that can function as a “smuggling” function. Infiltration refers to the conscious and conscious exercise of mental health education in the teaching of subjects by teachers of various disciplines, thus improving both the mental health of students and their academic performance. Each subject has the right to establish the objectives for the development of the mental qualities of the subjects concerned and, through the teaching of the subjects, to combine them with mental health education in order to achieve a virtuous cycle of mutual reinforcement. The following work can be highlighted: 1. The content of teaching materials is very rich and can be fully utilized and excavated. Teachers are expected to change their social roles, become friends and friends, respect, care and accommodate students ' behaviour and behaviour. At the same time, teaching materials must be adapted to the contents of the teaching materials, the points of reference for mental health education, the points of breakthrough in mental health education in the teaching methods, the points of contact for mental health education in the learning process, and the guidelines for mental health education throughout the teaching process. The design of teaching activities is the centre of the teaching of discipline. This is how teaching activities are designed from the perspective of improving students ' cognitive, emotional and behavioural skills. The teaching of traditional subjects emphasizes the social and intellectual nature of the teaching, while the pupils are adapted to their psychological development and subjective needs; the penetration of the subject in mental health education places greater emphasis on the student's primary status and needs, and teaching is adapted to the student's development and promotes the development of the student's potential and creative development. Classroom management and classroom psychology. Good classroom psychological environment and management are strong guarantees for improving the quality of teaching in disciplines. The classroom psychological environment is a hidden sexuality education that has a potential impact on students ' learning. A harmonious and cooperative atmosphere allows students to actively participate in the teaching of subjects and allows classroom activities to flourish. In classroom management, teachers are well placed to use praise and criticism in a rational manner, and care is taken to motivate students to study proactively. 4 individual education for students with learning difficulties. There are always students with learning difficulties in classes due to the prevalence of individual differences and certain shortcomings in teaching. Teachers are required to provide individual education and counselling to students with learning difficulties to help them improve their learning methods, enhance their learning skills and self-confidence and strengthen positive attitudes towards learning. (b) to establish a psychological community, which will develop its activities to the full extent of its role. The motivation of the members is an attempt to organize a psychological event on the theme “care for the mental health of teachers and students”, as well as a mental health knowledge exhibition and competition, a mental health workshop, a mental health knowledge seminar, a psychological film theatre, psychological outreach, group counselling, thanksgiving education, national education, parent-child activities and parent talks. Through a variety of mental health education activities, all teachers and students learn to care for their own and others ' mental health, develop a healthy, positive and up-to-date school culture, develop self-empowerment and positive psychological qualities, promote harmonious teacher-student relations and promote healthy growth. Build networks, follow up on consultations. In the light of the growing importance of mental health education, it is important to promote the practice of counselling for every teacher and to create the conditions for each teacher to become a “expert” in amateur counselling. As teachers of psychology, they are trained in psychological counselling expertise and are provided with timely and correct guidance in compiling the confusion and problems they encounter in receiving counselling. Psychological counselling is arranged mainly after school hours, and is more proactive, able to take a proactive walk among students, visit and learn about their psychological problems. Go to the middle of the student body, investigate and understand, and consult with the student. It has proved to be a seemingly cumbersome and effective method. For only those close to them at zero distance can they hear their hearts and touch their pulses; only if they know what they think, what they think, what they think, what they are trapped and what they are confused, can they “confident” in their minds; and only if they attack themselves can they change the reactive situation. Many of these consultations require follow-up in order to be effective. The theory of social and family therapy for entering the family is that the family is a system in which the psychological behaviour problems or some kind of adverse psychological symptoms manifested by any member of the family are strongly related to the way in which the family interacts and the family structure. The psychological situation of secondary school students is closely related to family culture and family education. Family expectations for children are appropriate and help children to set realistic goals in line with their age and level of competence. The education is based on the child's individual differences, and the psychological control of the child is provided on a case-by-case basis. If the child is under pressure, he/she is required to reduce the pressure before the examination; if he/she is not in the final class, he/she is required to reduce the pressure; if the child is in a difficult situation, he/she is expected to be in a difficult situation. Efforts are also being made to create a family climate of democracy, equality, harmony and trust. To create a sound and soft environment for the healthy growth of children, both as parents and as school needs, home schools must work together to promote the healthy psychological development of their students, and schools must be more proactive in providing family upbringing strategies. This will be done through: a specialist or a school manager, a psychologist, who will give lectures on the psychological characteristics of students in this grade and on the psychological problems that they are prone to. On-site counselling is organized and my school counselling hotline can be made available to parents, who can communicate with us or discuss relevant issues at any time. Students are important channels of contact with parents and schools, either through their children's propaganda or regularly with mental health newspapers。awareness-raising campaigns are being conducted on such topics as “parents should care for the child’s mental health”, “standards for parents in the twenty-first century”, “what psychological effects parents have on family education”, “parents and children cannot be emotionalized”. Members of parent committees should be the backbone of mental health education in schools. They are able to gather first-hand information about their parents, to learn from them about the family upbringing problems that parents fear most and are most troubled about, and to understand the level of awareness of parents about mental health education. Communication with parents through parent associations, parent committees, etc., and the penetration of mental health education knowledge and methods through classroom directors. Psycho-saloon activities on topics such as “friendly communication”, “how to create a good family climate”, “what about early child love?” and “what about internet addiction” are conducted with parents to discuss the education of their children and provide them with guidance, if necessary. A series of parent-child activities or group counselling involving students and parents, “communication begins with heart”, bring parents and children closer together through these activities. Regular visits to the student's home, proactive and positive face-to-face communication with parents on child development, experiences and confusion in school work and family education and their solutions. School mental health education must also win the stakes of society
