初中数学教学融入心理健康教育研究

A Study on Integrating Mental Health Education into Junior High School Mathematics Teaching

摘要: 初中数学教学与心理健康教育的融合是基础教育改革的重要议题，但现有研究多停留于策略罗列，缺乏对学科特性与心理育人内在关联的深入剖析。本文基于教师问卷与学生访谈的实证数据，结合数学教育哲学与学习心理学理论，论证了数学教学融入心理健康教育的可能性与路径，并给出了两个教学案例。研究发现，当前初中数学教学面临知识本位过度膨胀与育人功能结构性萎缩的双重困境，而数学学科在认知训练、情感体验、社会交往与价值涵养四个维度上天然蕴含心理育人资源。数学教学融入心理健康教育，本质不是“加法式”的内容叠加，而是“回归式”的育人功能重构——从“教数学”转向“用数学育人”。这一认识转型有望为破解“知易行难”的实践困局提供新的理论视角。

Abstract: The integration of junior high school mathematics teaching and mental health education is a critical issue in basic education reform, yet existing research largely remains at the level of listing strategies, without delving into the intrinsic connection between disciplinary characteristics and psychological nurturing. Drawing on empirical data from teacher questionnaires and student interviews, and integrating the philosophies of mathematics education with theories of learning psychology, this paper demonstrates the feasibility and pathways of integrating mental health education into mathematics instruction, and further presents two teaching cases. The study reveals that current junior high school mathematics teaching faces a dual dilemma: an over-expansion of knowledge-based orientation and a structural atrophy of its educational functions. Meanwhile, the discipline of mathematics inherently possesses psychological nurturing resources across four dimensions—cognitive training, emotional experience, social interaction, and value cultivation. The essence of integrating mental health education into mathematics teaching is not an additive overlay of content, but a restorative reconstruction of its educational functions—shifting from “teaching mathematics” to “educating through mathematics.” This conceptual transformation is expected to offer a new theoretical perspective for resolving the persistent “knowing-doing” gap in practice.