The development of life education

Since 1990s, Chinese 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. With the attention of the party and government at all levels, especially the education department, various activities to promote the healthy growth of young people's lives have flourished and achieved many gratifying results. Shanghai, Liaoning, Jiangsu, Sichuan, Shandong, Heilongjiang, Jilin and other provinces and cities have creatively carried out activities such as life education and scientific research, teaching practice, textbook compilation and syllabus trial. For example, Shanghai has formulated and promulgated the "Guiding Outline of Life Education for Primary and Secondary School Students in Shanghai", which provides guidance to teenagers in life origin, gender education, adolescence education, mental health education and survival training. The education systems in Liaoning and Jiangsu provinces will also focus on developing life education to cultivate teenagers' awareness of cherishing life. Liaoning province has also started the project of life education in primary and secondary schools, and formulated a special work plan for life education in primary and secondary schools. In 2005, Hunan Province also promulgated the Guiding Outline of Life and Health Education for Primary and Secondary Schools in Hunan Province (for Trial Implementation), and in February 2005, Soong Ching Ling Foundation of China hosted the first China Youth Fertility Education Forum. From June 5 to February 2006, the second China Youth Life Education Forum was held in Beijing, and Peking University also released the annual project report of China Youth Life Education at the forum. Life education in China has formed a trend of government-led, non-governmental participation and active cooperation from all walks of life.

As early as 2004, the CPC Central Committee and the State Council put forward clear requirements for strengthening the ideological and moral construction of young people and carrying out life education for young people, and successively issued Document No.8 and Document 16, making comprehensive strategic arrangements, demanding that life education be regarded as an important carrier of ideological and moral construction, and life education activities should be carried out scientifically and effectively, and life education should be included in the content of quality education for all.

In 2004, the "Caring for Life" activity group, a non-governmental public welfare group engaged in life education, was established. Its main purpose is to pay attention to the harmonious growth of teenagers, help them know, cherish, respect and love life, improve their survival skills and quality of life, and promote the formation of an organic, progressive, comprehensive and systematic educational content system at all stages of the country. In particular, psychological and social support services are provided for teenagers who have suicidal tendencies and slip. From 2006 to 2009, NPC deputies were urged to put forward proposals or suggestions on suicide prevention and life education at NPC meetings for several years in succession.

In 2009, tutor Fan Yucheng, a domestic scholar, summarized and introduced eight systems of life education, namely, visual navigation system, nuclear power center system, emotional control system, lack of resistance system, belief programming system, image burning system, integration of knowledge and practice system and integration of body and mind system. And founded the China (Attraction) Promotion Center, with the mission: to make everyone in China get what they want; Vision: dream come true, practice the first brand; Values: love, gratitude, trust and tolerance; Practice: release potential, unlimited wealth, healthy life and happy life.

On April 2, 2010, at 9: 00 a.m., "The Inauguration Ceremony of Life Education Research Center of Beijing Normal University and the Seminar on the Connotation and Creation Conditions of Quality Education" was held in Yingdong Building of Beijing Normal University, 3 18. Experts at the meeting gave wonderful speeches on how to carry out life education and quality education.

The members present on that day included Professor Zheng Xinrong, Dean of School of Basic Education Theory, Department of Education, Beijing Normal University, Professor Xiao Chuan, Director of Life Education Research Center, and Associate Professor Chen Jianxiang.

20 10 On July 29th, the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) was officially promulgated and implemented by the Ministry of Education. In the strategic theme, it is clearly put forward to "learn to survive and live" and "pay attention to safety education, life education, national defense education and sustainable development education". Promote the organic integration of moral education, intellectual education, physical education and aesthetic education, improve students' comprehensive quality, and make students become socialist builders and successors with all-round development of morality, intelligence, physique and beauty. "It can be seen that developing life education has become a strategic decision for the development of national education. This is also the first time that the contents of' learning to survive and live' and' life education' have been included in the national education reform document, which has far-reaching historical significance.

20 12 In May, Ministry of Human Resources and Social Security China Employment Training Technical Guidance Center launched vocational training for the post of "Life Education Tutor". Therefore, the birth of the profession of "life education tutor" has made life education in China move from a simple part of school education to families, schools, communities and enterprises in an all-round way, which will greatly promote the development of life education in China.

Educational prospect and educational significance

Although life education at home and abroad has its own emphasis on specific issues, the fundamental solution to these problems is interoperability. Accordingly, real life education should start from family, school and society, help teenagers explore and understand the meaning of life, respect and cherish the value of life, love and develop everyone's unique life, and establish a good relationship between their own life and people in the world.

Specific introduction

1. Paying attention to life education should become a new educational mission of the education department.

However, in Chinese mainland, except Liaoning, Shanghai and Hunan, the development of life education is still slow, which seriously lags behind the development of society and times. As the administrative department of education, to become an advocate and leader of life education, we must change our educational concept, keep pace with the times, realize the importance of life education to students from the depths of our minds, incorporate it into the educational objectives of the school, and formulate corresponding educational policies to promote it. As teachers in schools and disciplines, as responders to life education, we should combine life education with our own practical work and use our dominant position to educate students.

2. Broaden channels and carry out life education vividly.

At present, it is not necessary to start a new stove to carry out life education in Chinese mainland, but to proceed from the reality of the school and adapt to local conditions. Life education can be organically combined with subject teaching, special education, extracurricular activities, campus culture construction, moral education and psychological education. Fully integrate and utilize the advantages of school education resources, mobilize the enthusiasm of teachers to participate in life education, and enhance the effect of life education.

3. Pay attention to the construction of life education teachers.

Building a strong team of teachers is an important guarantee for implementing life education. Taiwan's education authorities fully realized this at the early stage of life education, so they attached great importance to the training of teachers. Their specific methods are: combining teacher appointment with voluntary registration, organizing teachers to carry out training through centralized education and training, strengthening the propaganda of life education concepts, holding reading meetings, observing teaching on the spot, watching audio-visual teaching materials, and formulating teachers' manuals.

4. Actively carry out life education research.

In just a few years, remarkable achievements have been made in school life education in Taiwan Province Province, which is inseparable from the active research on life education by all walks of life in Taiwan Province Province. While advocating life education, we should often organize experts, scholars and primary and secondary school teachers to study and discuss the content, ways, methods, teaching materials and implementation of life education. These studies will certainly promote the development of life education in China.

5. Pay attention to family and social forces to form a joint force of life education.

Life education is a systematic project, which needs the close cooperation of family, school and society. Life education in Taiwan Province Province was first introduced by non-governmental organizations, and gradually spread throughout the island. Many non-governmental organizations and social organizations in Taiwan Province Province, such as Derong Foundation, Winner Education Association and Rainbow Children's Education Center, are actively involved. In addition, most of the existing 18 life education websites are established by religious groups. Life education in China is still in its infancy, which requires the extensive participation of the whole society, giving full play to the strength of society and family, forming a joint force of education and promoting the development of life education.

Opening suggestion

Basic introduction

On the basis of students' existing knowledge and the school-wide life education plan, we make overall arrangements for life education from the aspects of subject courses, comprehensive practical activity courses, life education special courses and school life and management, determine the goals to be achieved in each grade and various implementation methods, and handle the connection between different grades and various implementation methods.

Multidisciplinary infiltration of life education

Life education is an education about life and an understanding of complex individuals. The content of education involves various disciplines of the school, such as science, morality and life, morality and society, physical education and so on. This is an explicit life education course. It is necessary to strengthen the consciousness of life education in the teaching of these subjects, tap the explicit and implicit contents of life education, and carry out lively life education for students in different levels and stages, in a timely and appropriate manner. Chinese, music, fine arts and other disciplines also contain rich contents of life education, which is a hidden course of life education. Teachers should, in combination with the teaching content, carry out educational activities to let students know about life, cherish life, respect life and love life, so as to improve students' survival skills and quality of life. At the same time, make full use of cases closely related to students as teaching resources and carry out life education activities through various means and methods.

Carry out special life education

Life education should make full use of adolescent education, psychological education, safety education, health education, environmental education, anti-drug and anti-AIDS education, legal education and other special education forms to carry out flexible, effective and diverse life education activities. Starting from students' interests, experiences, social hot issues or historical issues, and combining the characteristics of regions, schools and students, we will try our best to integrate relevant contents and form school-based courses. We should pay attention to the physical and mental characteristics of primary school students, carry out the enlightenment education of man and nature, man and family, and explore the value of life, the meaning of life and self-protection.

Combined with comprehensive practical activities

Comprehensive practical activity course is the position to implement life education. We should pay attention to the problems around students, let them solve problems through action research, and improve their comprehensive analysis and problem-solving ability. Schools should make full use of all kinds of youth education bases and public cultural facilities to carry out life education activities and expand students' life skills training and experience. In zoos, botanical gardens, natural museums, green spaces and rural labor, let students feel the importance of natural ecological protection and leisure to promote personal physical and mental health; Guide students to understand the meaning of life and death, cherish life and care for others by understanding the places related to life, illness and death; Through scene simulation, role experience, on-site training, voluntary service and other forms, students' spirit of humanitarian relief in sudden disasters is cultivated. We should actively guide parents to participate in family life guidance, help parents master the knowledge and skills of family management and interpersonal communication, enhance family interest, and create a healthy and harmonious family atmosphere through services such as parent-child relationship communication and adolescent physical and mental health care. We should make full use of the educational resources of community life. Give full play to the role of community colleges and community universities for the elderly, and provide educational services such as environmental protection, home life design, appreciation of humanities and arts, appreciation and production of traditional arts, and marriage ethics. Advocate a scientific lifestyle and guide parents to carry out practical activities such as parent-child visits. School class activities, holiday anniversary activities, ceremony activities and interest group activities can also be combined with the actual needs of students, and life education activities can be arranged on the basis of understanding the needs of students, so that students can be educated in the process of situational life education activities and realize the value of life.

Set up a separate life education course

Separate life education courses, such as special life education courses and elective courses in local courses and school-based courses, can enable students to comprehensively analyze life problems from personal life, school life and social life under the guidance of special personnel, and better understand the root causes of life problems and the countermeasures that can be taken.

Combination of daily life and management

Schools should establish a set of effective rules, regulations and evaluation mechanisms, encourage teachers and students to participate in life education, determine needs by mobilizing and organizing teachers and students to participate in collective actions, mobilize various resources, win external assistance, organize and implement activities with life as the theme in a planned and step-by-step manner, enhance understanding of life, cultivate feelings of respect and love for life, and practice actions of meaning and value of life.

Introduction to related books

"Illuminate life with stories and guide life with ideas!" High-quality life education concept and bilingual stories full of life breath make children grow up healthily in happiness!

This series selects interesting stories as the carrier of life education ideas, so that children can experience high-quality life education ideas in stories. A book spreads a hope. When you open this series, you will gain the touch and excitement brought by life education!

Introduction to life education:

Human life does not exist independently. When a person's life has problems, it will be reflected in different aspects of life, including self-value deviation, interpersonal imbalance, inability to cope with the conflicts and pressures brought by the living environment, and inability to look at life as a whole from a macro perspective.

New Oriental's "Man and Self" series of life education picture books help children understand the value of self and stimulate their ability to love and be loved, respect themselves and be respected. In the "person-to-person" series, children will learn that everyone is equally important and has their own value, so that children can learn to care for and respect others. We also use the series "Man and the Earth" to help children see the beauty of everything, appreciate the meaning of life and cherish all life. These three include personality education and environmental education. The series "Man and Heaven" helps children to know and understand their relationship with the world and the universe, face the future with hope and move forward towards the blueprint of life. Reader orientation: children (5- 12 years old) learning English.

New oriental bilingual picture book system for life education;

"People and yourself": Know yourself, accept yourself and appreciate yourself.

"People": accept others, learn to care about others, respect others and work with others.

"Man and land": adapt to the environment, cherish the environment and cherish all life.

"Heaven and Man": contact with nature, experience and know the relationship between yourself and the world and the universe.

What are the similarities and differences between the bilingual picture book series of New Oriental Life Education and the American picture book series of New Oriental Life Education?

* * * Similarities between the two.

The * * similarity between the bilingual picture book series of New Oriental Life Education (hereinafter referred to as "bilingual picture book series") and the American picture book series of New Oriental Life Education (hereinafter referred to as "American picture book series") is just as the title shows, that is "life education". These two sets of picture books are mainly about the themes related to life education. Life education pays attention to the healthy growth of children's body and mind and the gradual improvement of their personality, and skillfully integrates the four-dimensional educational concept of life education into the story.

The series "Man and Self" helps children understand the value of self and stimulate their ability to love and be loved, respect themselves and be respected.

"People-to-people" series allows children to learn that everyone is equally important and has their own value, so that children can learn to care for and respect others.

"Man and Earth" series helps children see the beauty of everything, appreciate the meaning of life and cherish all life. The above three dimensions include personality education and environmental education.

The series "Man and Heaven" helps children to know and understand their relationship with the world and the universe, face the future with hope, advance towards the blueprint of life, and bring lifelong blessings to children's character education.

The difference between the two

Bilingual picture books: ** 17 volumes, hardcover picture books in both Chinese and English, with equal proportions of Chinese and English, taking picture books as the main form, that is, reading Chinese stories on the front and English stories on the back, which is equivalent to reading two books. English exercises are put in the happy study manual and sandwiched in the book. Each picture book is equipped with an MP3 recording disc. In addition to the recording of bilingual stories in Chinese and English, the corresponding practice activities such as word location (word coloring), sentence circle (sentence pattern practice), listening studio (listening class) and rhyming with me (rhyming short story) can be found in the Happy Learning Manual. In addition, each workbook is equipped with two pages of stickers for children to practice. (Note: Spring Comes Back in this series is a bilingual picture book, but the book is not upside down. )

American English picture books: **25 volumes, paperback English picture books, with English learning as the main appeal and Chinese translation, are placed on the third cover for readers' reference. Formally, the first half of American English picture books is picture books, and the second half is English exercises, songs, labor and other contents (for example, the "American English moved" section will have CoCo recording studio, rhyming reading and other contents, and the "American English knows" section will have bumper cars, story theaters, labor and other contents, as well as reading activities, listening classes and other contents). American English picture books cultivate children's character through stories about life education; Teach children to learn authentic American English through English picture books and English exercises; Cultivate children's artistic appreciation and practical ability through songs, works, story theaters and other activities. Therefore, the theme of this picture book is also called "learning American English, learning art and learning character". These nine words appear on the cover of each picture book, and at the same time, on the cover of each book, the character to be shaped by this book is also indicated (for example, "Little Emma's birthday present" is marked as "not picky eaters"). In addition, each volume of this series is equipped with DVD video and MP3 audio, so that young readers can enjoy American English learning and life education in audio-visual form.