Yunfei Zhang

In recent years, life abuse has appeared among young students. People can't help asking: What's wrong with students now? Whether it is suicide, school violence or animal cruelty, it reflects the emotional desert of some teenagers today, as well as their indifference and trampling on life. There are many reasons for this phenomenon, and the author thinks it is related to the lack of life education in China.

Life is the most precious thing in life. Only the existence of life can create, realize and evaluate other human values. Specifically, the value of human life is mainly reflected in the following aspects: First, human life is irreplaceable. Japanese scholar Daisaku Ikeda pointed out: "Life is dignified, that is, it has no equivalent, and nothing can replace it." Second, the irreversibility of human life. Life is only once for everyone, and if you lose it, you can never get it back. Third, the foundation of human life. From the perspective of social development, without the existence of individual life, there would be no emergence and development of social history and all human activities. In this sense, the value of human life lies in that it is the premise and prerequisite for human beings to create and realize all values.

The value of life requires us to pay attention to life, love life and cherish life. As far as education is concerned, the most basic thing is to educate students to understand the value of life and respect life. Unfortunately, for a long time in the past, our educational concept neglected the specific life education, which made it difficult for children to have love and sympathy for specific life, nature, family, neighbors and classmates. , also failed to harvest the sincere return of love. As we all know, the most basic reality of high-quality talents in 2 1 century is the healthy existence of individual life.

If the existence and significance of life value is the internal basis for advocating life education, then outstanding life consciousness is the realistic background for carrying out life education.

A remarkable feature of 2 1 century is the prominence of human life consciousness. Macroscopically, while enjoying the fruits of our own inventions, human beings are also bearing unprecedented burdens. The destruction of the ecological environment, the exhaustion of resources, the spread of terrorism, the arms race, poverty, disease and crime. , directly or indirectly eroding people's life consciousness, threatening the survival of mankind. Microscopically, on the one hand, children, young people and even the elderly are all living under the heavy pressure of pursuing success, and success does not necessarily make them feel happy. On the other hand, people feel very hurt in the face of unemployment caused by changes in employment structure. All these make the human body realize that its survival is threatened, and there is a feeling of being at a loss.

Some foreign experts and scholars pointed out that if human beings want to survive, they must change from the depths of their hearts, that is, start with life education. Because only by finding your own way of peace of mind can life change. 1968, American scholar Jay Donner Walters clearly put forward the idea of life education for the first time, and advocated and practiced it in the United States. Japan's new syllabus 1989 has been revised, aiming at the increasingly serious phenomena of teenagers' suicide, bullying, murder, destruction of the natural environment and waste. Clearly put forward the concept of respecting human spirit and fearing life to locate the goal of moral education.

In recent years, the suicide rate of teenagers in China has increased, and relevant scholars have pointed out that teenagers will choose to end their lives as a solution when they encounter a little setback or blow. This is not only the psychological fragility of teenagers, but also related to the lack of life education for teenagers in society, schools and families. Therefore, we call for life education.

The so-called life education is to guide students to correctly understand the value of human life, understand the true meaning of life, cultivate students' humanistic spirit, stimulate students' pursuit of ultimate belief and nourish students' caring feelings. It is manifested in three levels: first, life-saving education, that is, survival education. Its main task is to help students understand life, teach students basic survival skills and meet the needs of life survival. Second, carry out life education, that is, life value education. The meaning of human life lies in seeking development, so development is a symbol of the meaning of life. Life value education is to make students fully realize the value of life and its significance to themselves, so as to cherish and fear life and realize their own life value. Third, death education. Death education is to introduce the knowledge of death, let students know what death is all about, the harm death does to relatives and friends, and prepare students for all kinds of blows, setbacks and losses related to death, so as to cherish life more. Like other education, life education is a systematic project. Therefore, its implementation and development need cooperation in many aspects.