At present, life education in China is in the early stage of development, mainly in some schools. But in fact, life education, as a kind of meta-education, is an education that anyone needs at any time and any place. In particular, China is currently in a transitional period, and all kinds of phenomena endangering life and corruption are shocking, so it is even more necessary to carry out the promotion activities of life education for all. Therefore, a questionnaire survey on life education for all was conducted to verify the necessity of life education for all, and at the same time, the public's demand for life education was investigated, hoping to have certain reference significance for life education practice.
Keywords: life education; Popularization; Life education content
China Library Classification Number: G2 10 Document Identification Number: A Document Number:1002-2589 (2012) 33-0040-03.
I. Introduction to Life Education
1968, American scholar Jie? Donna. Walters first explicitly put forward life education, which he founded in California? Anan village? , began to advocate and practice the concept of life education [1] 15. Since then, many countries in the world have carried out a variety of life education according to local conditions, and the content of life education has also been expanding. For example:? Japan 1989 revised the new syllabus, aiming at the increasingly serious phenomena of teenagers' suicide, bullying, murder, environmental destruction and waste, and clearly put forward the concept of respecting human spirit and fearing life as the moral education goal? [2]5。 Since the birth of the word life education, experts and scholars have different definitions of life education. Among them, Cheng Hongyan thinks? Life education aims to arouse people's understanding of the value of life, restore the essence of life in an all-round way, promote people's development with ideal education, enhance the essence of life, and make education a process of awakening and revealing the essence of life? [3]。 Life education mainly includes? There are three levels: survival consciousness education, survival ability education and life value sublimation education? [4]。 The specific content of life education covers a wide range, such as the value and significance of life, frustration education, rescue and self-help of accidental injuries, understanding the growth process of individual life, AIDS and drug prevention education, cherishing life and preventing suicide, cultivating life emotion, hospice care and death education, ecological environment education and so on.
Second, the status of life education in China
Since the 1990s, the mainland has also implemented quality education in an all-round way, advocating people-oriented, respecting, caring, understanding and trusting everyone. In a sense, this is the beginning of life education. In 2004, the State Council City, the Central Committee of the Communist Party of China put forward clear requirements for strengthening the ideological and moral construction of teenagers and carrying out life education for teenagers, demanding that life education be an important carrier of ideological and moral construction and scientifically and effectively implement life education activities. Shanghai, Liaoning, Jiangsu, Sichuan, Shandong, Heilongjiang, Jilin and other provinces and cities have successively carried out life education and scientific research, teaching practice, textbook compilation, teaching syllabus trial and other activities.
Throughout the life education in China, you will find that? There are more theoretical analysis and research, but less specific practical operation; Basic education pays more attention to it, while other fields of education pay less attention to it; Academic research is more important, but the government and society pay less attention to the theme of life education? [5]。 In an in-depth interview, Yao Zheng, director of the Life Education Project Office of China Soong Ching Ling Foundation, pointed out: Life education in Chinese mainland is still in the early stage of development, and people's understanding of life education is very limited, while life education in Chinese mainland is still in the appeal stage. ?
Third, the necessity of popularizing life education.
(A) the essence of life education: meta-education?
Life education is essentially meta-education, the foundation of all education and the highest pursuit of education. In fact, life education is needed by anyone at any time and anywhere. Because people are born, the unavoidable fundamental question is: what is the reality of life? Where do we come from and where are we going? What is the meaning and value of life? How to realize the meaning and value of life? If these fundamental problems are not solved, no matter how successful and happy people are temporarily, everything in life will have no correct foundation and direction, people will be very fragile in the face of difficulties, and even do things that endanger themselves and others' lives. If we look back at the history of human development, we will find that since the birth of mankind, the exploration, thinking and education about life have begun, both at home and abroad. As mentioned by Zhang Zai in Song Dynasty? People and my compatriots, things are me and also? what's up Who are there? Thought. In other words, everything in heaven and earth and people are a living body, and heaven and earth are just like parents. All people and everything are born from heaven and earth, so the people are my compatriots and everything is my partner. We should love all people and everything.
(B) the necessity of popularizing life education in the transition period
? Social transformation? what's up Social structure transformation? Abbreviation Social transformation? Is it a fundamental change, a qualitative leap in the process of social and historical development, and has it created a new social form completely different from tradition? [6], the specific content of social transformation is structural transformation, mechanism transition, interest adjustment and concept change. In the period of social transformation, people's behavior, lifestyle and value system will change obviously. ? Since the Third Plenary Session of the 11th CPC Central Committee, China has entered a new period of transition from a traditional society to a modern socialist society? [7]。 In the process of China's social transformation, the social stratum structure is adjusted and differentiated, the vested interests are adjusted, and social contradictions are intensified; The authority of existing values is subverted, values are diversified and conflicted, and extreme egoism and hedonism appear; People's lifestyles are also diverse. At present, there are many shocking phenomena in China society, such as the increase of suicides and injuries to others, the increase of corruption, the frequent occurrence of major safety accidents and the serious destruction of the ecological environment.
From the above, we can see that life education is a meta-education that anyone needs at any time and in any region, and various severe and life-threatening social phenomena in the period of social transformation make the necessity of life education for all more prominent. However, in sharp contrast to the actual needs, at present, life education in China is only carried out in a few schools, and most people don't even understand life education from the whole society.
(3) The survey of life education for all verifies the necessity of popularizing life education.
1. Introduction to the survey
In order to verify the necessity of popularizing life education, the author conducted a survey on popularizing life education. Different from previous life education surveys, the target group of this survey is all the people in society, not just students. Adopted in this survey? Stratified sampling method? ① Sampling the investigated population, and finally obtaining 277 valid samples. The example structure is briefly as follows:
2. The results of the survey
(1) Self-evaluation of survival skills: most of them are in the middle level.
When asked about his evaluation of his survival skills, choose? General? 46 people, accounting for 42.99% of the total; Choice? Strong? 2 1 person, accounting for19.63% of the total number; Choice? Weak? 18, accounting for 16.82%. As can be seen from the statistics, nearly half of people think that their survival skills are average, not strong or weak. Secondly, the proportion of choosing their own survival ability is also high, and most respondents think their survival skills are at a medium level.
(2) stressors: diversified, with outstanding academic and work pressures.
When asked about the sources of stress in life, the respondents' answers were scattered. Choice? Study? 1 19, accounting for 42.96% of the total; Choice? Work? 1 1 1, accounting for 40.07%; Choice? Economy? 97 people, accounting for 35.02%; Choice? Interpersonal relationship? 87 people, accounting for 31.41%; Choice? Family? 69 people, accounting for 24.91%; Choice? Emotion? 58 people, accounting for 20.94%; Choice? Healthy? 43 people, accounting for15.52%; Choose other 18 people, accounting for 6.5%. Choice? Other? Among those who choose, some people's pressure comes from the cultivation of their children. As can be seen from the statistical data, the stressors of the respondents are relatively scattered, and more people choose their studies and jobs. These are the pressures that students and office workers must face directly. In addition, there are many people who choose economy and interpersonal relationship as stressors. There may be two reasons for the diversification of people's stressors. First, life is multifaceted, so the sources of stress also come from all aspects; Second, people with different demographic characteristics live in different situations, so they face different pressures. The main stress of students is their studies, while the main stress of office workers is their work.
(3) Suicide ideation: The proportion is too high.
According to statistics, the proportion of people who occasionally have suicidal thoughts in their lives is too high, reaching 37.93%; The proportion of people who often have suicidal thoughts has reached 1.38%, indicating that one in every 100 people is at risk of suicide.
(4) The value and significance of life: mostly for yourself, followed by relatives and friends.
When asked about the value and meaning of life, choose? Self-realization? Most people reached 127, accounting for 45.85%; What's next? For family and friends? 48 people, accounting for17.33%; Choice? A comfortable and happy life? 45 people, accounting for 16.25%. There are fewer people who choose other options. What is the order from high to low? Other? 9.39%,? Contribute to society? 5.05%,? Never thought about it? 3.6 1%, and gained 2.53% status and wealth. Statistics show that nearly half of people use it? Self-realization? For the value and meaning of life, there is still a high proportion of people? A comfortable and happy life? And then what? For family and friends? For the value and significance of life, we can draw a conclusion that most people live for themselves and their relatives and friends. At the same time, it is worth noting that in the choice? Other? Some people don't know what the value and meaning of life are, and some people think that the value and meaning of life is to find the value and meaning of life. It is also worth noting that only 5.05% people choose? Contribute to society? As one's own purpose in life, this reflects the lack of altruistic behavior in the whole society from one side.
(5) Attitude towards suicide: Most of them hold a negative attitude.
When asked about suicide, choose? Understand this behavior, but you can't do it yourself? 1 1 1, accounting for 40.07% of the total; Choice? This is irresponsible behavior? 106, accounting for 38.27% of the total number; Choice? Too bad they lost their lives? 35 people chose the option, accounting for12.64%; Choice? This is a way to get rid of the pain, maybe I will do it? 13, accounting for 4.69%; Choice? Other? Option 1 1, accounting for 3.97; Choice? I don't know them. Their suicides had nothing to do with me? 1 person, accounting for 0.36%. As can be seen from the statistical data, the respondents' evaluation of suicide behavior is mainly negative, so they choose? Understand this behavior, but you can't do it yourself? And then what? This is irresponsible behavior? The largest number. However, 4.69% people also chose? This is a way to get rid of the pain, maybe I will do it? This is a ratio worthy of vigilance. Compared with the investigation results of suicidal ideation, it can be seen that the proportion of people who have suicidal ideation is 4 1.52%, which is much higher than that of people who have positive comments on suicide, that is, 4.69%. The comparison of this ratio shows that although people's cognition of suicide is negative, suicidal thoughts will still appear.
(6) Little is known about life education.
When asked about the understanding of life education, choose? Haven't you heard? 122, accounting for 44.04% of the total; Choice? I knew it? 70 people, accounting for 25.27%; Choice? Know a little? 66 people, accounting for 23.83%; Choice? Know a lot? 15, accounting for 5.42% of the total; Choice? Deep understanding? Four people chose the option, accounting for 1.44%. As can be seen from the statistical data, people who have no concept of life education are the most, accounting for 44.04%, followed by life education? I knew it? And then what? Know a little? However, there are very few people who know a lot and have a deep understanding of life education, and most people have no or little understanding of life education at all.
(7) Participate in life education courses or activities: most of them have no participants.
When all people who know about life education are asked if they have participated in life education courses or activities, answer? No? 100, accounting for 64.52% of the total; Answer? what's up 55 people, accounting for 35.48%. The number of valid entries for this question is 155. From the statistical data, we can see that even among people who know about life education, more than 2/3 of them have never received life education, and most of them have never received life education, which is in sharp contrast with the situation that people need life education as shown by previous statistical results.
(8) Willingness to receive life education: willing and not exclusive.
When asked whether to receive life education, answer? Think? 1 13 people, accounting for 40.79% of the total number; Answer? Doesn't matter? 106, accounting for 38.27% of the total number; Answer? Don't you want to? 3 1 person, accounting for11.19% of the total; Answer? Like it very much? 8.66%, accounting for 8.66% of the total; Answer? Like it very much? 3 people, accounting for 1.08% of the total. As can be seen from the statistics, the number of people who want to receive life education is the largest, nearly half, followed by those who are indifferent to receiving life education. Generally speaking, most people are willing to accept or not reject life education, which is good news for the promotion of life education.
3. Conclusion: It is urgent to promote life education for all.
Specifically, people's problems in living conditions and understanding of life are mainly reflected in the following aspects: First, from the self-evaluation of survival skills, most respondents believe that their survival skills are at a medium level and can cope with daily life situations, but it is not enough to encounter sudden disasters, so people need life education in survival skills. Secondly, from the perspective of stressors, people's stressors are diverse, and work and study are the main stressors. Life education can help people find their own life value and significance, and then learn to treat and cope with pressure correctly. Thirdly, judging from the situation of suicidal ideation, the proportion of people with suicidal ideation is too high, so crisis intervention and life education to prevent suicide are urgent. Thirdly, judging from people's attitude towards suicide, 4.69% people choose? This is a way to get rid of the pain, maybe I will do it? Option, this amazing proportion, once again shows the importance of life education in suicide prevention. Finally, from the perspective of life value and meaning, most people's life goal is to live for themselves, which shows that people need life education in the sublimation of life value and meaning. The problems reflected in the above survey results verify the hypothesis that popularizing life education is necessary, indicating that the whole society urgently needs to promote popularizing life education.
Fourthly, popularize the content of life education.
So what kind of content should national life education provide? To this end, the author also conducted a questionnaire survey, the results are as follows.
(1) The order of content demand of life education: survival skills, frustration education and the meaning of life.
When asked? What aspects of life education are needed? When to choose? Survival skills? 2 13 people, accounting for 76.9% of the total; Choice? Frustration education 145, accounting for 52.35% of the total; Choice? The value and meaning of life? 133, accounting for 48.438+0% of the total; Choice? Knowledge about life? 78 people chose the option, accounting for 28.16% of the total; Choice? Other? 14, accounting for 5.05% of the total. As can be seen from the statistics, except? Other? And then what? Knowledge about life? The proportion of options listed in the questionnaire is relatively high and the lowest. The value and meaning of life? The option selection ratio also reached 48.0 1%. Specifically, about two-thirds of the respondents need? Survival skills? Life education, living and living well, is the foundation and basic demand of life and the basis of meeting higher demand. What's the second choice? Frustration education option, more than half of the people chose this option, which shows that many interviewees have insufficient coping ability when they need outside help when encountering setbacks.
(2) The content of popularizing life education: facing the public? Dominance? Based on demand, it permeates the ultimate problem of life.
In the practice of national life education, whether the content of life education meets the needs of the public is the key to success. Should the content of life education be based on the masses? Explicit demand? ① Scientific design based on the goal of life education can ensure the effectiveness of life education. Based on the comprehensive survey results, we can see that people need a lot of life education, such as survival skills, frustration education, life value and meaning, knowledge about life, crisis intervention and suicide prevention, sublimation of life value and meaning, and stress adjustment. We can analyze people's life education needs from the following aspects. First of all, from the demand of life education content, the proportion of respondents choosing life education content from high to low is: survival skills, frustration education, life value and significance, and life knowledge. This ranking is just the opposite of the logical order of life education. From the logical order of life education, knowing the knowledge of life and even the reality can determine the correct value and meaning of life, find the meaning of life, and face setbacks easily. Survival skills are also based on life knowledge. The order of the respondents' demand for the content of life education is just the opposite of the logical order of life education, which shows that most people pay attention to the superficial and direct problems in life, such as survival skills and methods to face setbacks, but pay little attention to the value of life or even life knowledge. However, solving the superficial problems in life lies in exploring and answering the fundamental problems in life. In the practice of life education, we can first provide corresponding courses or activities according to people's main needs, and then infiltrate the knowledge of life and the value and significance of life into the courses and activities. Such a life education design can not only attract the public, but also solve the fundamental problems of life. Secondly, from the perspective of suicidal ideation, the survey results show that the proportion of respondents with suicidal ideation is too high, indicating that crisis intervention and suicide prevention education need to be strengthened urgently. Thirdly, from the perspective of stressors, people's stress is diversified, which can provide diversified life education for stress adjustment. Finally, from the point of view of the value and significance of life, most people live for themselves, which shows that it is necessary to strengthen the education of sublimation of the value and significance of life.
References:
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