First, the importance of infiltrating life education into the work of class teachers
Professor Ye Lan pointed out in the exploratory research report of "New Basic Education" that "classes are an important base for students to achieve growth and socialization, and it is an important task of school work to improve students' class life quality and build class groups". [2] clearly put forward to change the traditional class work mode and "return the class to the students"; [3] The new round of curriculum reform also puts forward the slogan of "student-oriented development", requiring schools to actively build a "people-oriented" education model. I think that since education is a socialized activity with people as the object, people should be regarded as the starting point and destination of education, regardless of the educational purpose or the educational process, and students should not be simply cultivated as tools and "manpower". That is to say, education should be full of humanity and humanity. Only in this way can education really play its role in educating people, and each student can obtain independent, comprehensive, harmonious and vivid development, thus radiating the vitality of life. Therefore, in class activities, it has become a new requirement and task for class teachers to pay attention to students' living conditions and stimulate their life consciousness.
However, if we look at the current work of the head teacher, we will find that due to the influence of the examination baton, the head teacher and subject teachers often focus on the students' scores, various evaluations, awards and other visible achievements, while ignoring and indifference is the improvement of students' living conditions and quality of life in the class; The work of the head teacher is satisfied with the completion of routine management and routine work, but ignores the creation of a good class living environment; Class teachers often emphasize management, obedience and control, but ignore students' life experience and development of life potential in the learning process. The lack of "humanistic care" in school education, especially in class teacher education, has caused great harm to teenagers and the lessons are profound. In recent years, we often see in the media that some teenagers in their teenage years run away, hurt themselves or even take the road of suicide because they can't bear setbacks or study pressure, and their young lives are ruthlessly destroyed by themselves in an instant. How sad and regrettable! We feel that these young students' understanding of life is so superficial, their understanding of the value of life is so poor, and their psychological tolerance for setbacks is so fragile! The key reason is the serious dislocation of our current school education and teaching, and the lack of in-depth thinking on the responsibilities of the class teacher in the new period, the content of school life education and the reasons for the weak life consciousness of teenagers.
(1) Responsibilities of the class teacher in the new period
Class is the birthplace of students' personality and an important garden for students to realize socialization and personalization. The head teacher is the backbone of school moral education, and the quality of the head teacher and his work directly affects the success or failure of school quality education and the effectiveness of students' ideological and moral construction. With the deepening of basic education reform, it has become the central task of school moral education to further strengthen the construction of class collectives and give full play to the role of classes in school education and teaching. As the organizer, educator and instructor of the class, the head teacher has the direct responsibility to educate and guide the students' life, is the guide for the healthy growth of students, occupies a special position in the formation and development of students' ideological and moral character, plays a leading role in the all-round development of students' morality, intelligence and physique, and plays an irreplaceable role in comprehensively promoting quality education and communicating the relationship between schools and families and society.
As the social situation and educational objects are constantly changing, the work of the head teacher is facing new opportunities and challenges. The work of the head teacher is more complicated, the task is heavier and the difficulty is greater than before, and the responsibility borne by the head teacher is also more important. As an educator in the new era, the head teacher is faced with new social requirements, that is, how to actively and systematically develop and utilize the various educational functions of the class, so as to make it a democratic and harmonious spiritual home for students who are willing to communicate, suitable for personality growth and integration into the group and society, so that every student can fully display his spiritual world, form the motivation and ability for active development, and create a spiritual home in the process of democratic participation in class affairs. This is not only the goal of class collective construction in the new period, but also the top priority of class teachers' work in the new period.
Therefore, as a class teacher, we should combine the current characteristics of students and the situation of education reform, scientifically grasp the laws of physical and mental development of students of different ages and personalities, and strive to explore a new class education model, taking respecting students' individuality and giving full play to students' main role as the guiding ideology, focusing on comprehensively improving the quality of class teachers' work, paying attention to connotation development, and further improving the pertinence and effectiveness of class teachers' work; We should be highly aware of the important role of class teachers in strengthening and improving students' ideological and moral construction, love their jobs, adhere to the people-oriented principle, unite teachers, set an example by example, strive to become intimate friends of students, actively explore the laws of physical and mental development of young students, and let every student develop comprehensively and actively in class activities. In the work, we should carry out life education activities in a targeted way by building a democratic class management system, establishing an open class activity mechanism and creating a harmonious class culture atmosphere, and take paying attention to students' life consciousness, life emotion and life value and improving students' quality of life as the basic starting point and focus of class teachers' work, and learn to appreciate students with a fair attitude, a discerning eye and a broad mind.
(2) the connotation of school life education
Tagore, an Indian poet, said: "The purpose of education should be to convey the breath of life to mankind". What should our education do? What should our education pursue? Specifically, what is life education? There are different definitions of life education in the world, which can be roughly divided into two categories: one is a broad definition, that is, all education that can pay attention to students' lives and lives is called life education. The other is a narrow definition, that is, targeted life education aimed at important issues in students' life course. Feng Jianjun, a professor of Nanjing Normal University, is a domestic educational research scholar who systematically established the theoretical framework of life education. In his book Life and Education, he put forward the proposition that "education is life" [4] and constructed the theoretical framework of life education in view of the phenomenon of "alienation and shielding of life" in contemporary China education, as well as the psychological tendency of teenagers committing suicide, killing animals and ignoring life.
In p>25, Shanghai issued the Guiding Outline of Life Education for Primary and Secondary Schools in Shanghai (for Trial Implementation), which defined life education as follows: "Life education is an educational activity to help students know life, cherish life, respect life, love life and improve their survival skills and quality of life" [5]. Its meaning has the following two points: First, understanding life, cherishing life, respecting life and loving life are the goals of life education. For primary and middle school students, life education should be based on health, that is, healthy body, healthy psychology and healthy personality; Take emotion as the link, that is, cherish, love and respect life; Guided by value, let students realize the meaning and value of life, take every step of life well, and promote their healthy growth and harmonious development. Secondly, life education is carried out in the course of students' life, and a sound life grows and develops in society, nature and inner self. Therefore, life education is to let students establish a harmonious relationship between life and self, life and society, and life and nature.
Wang Xuefeng, a scholar in Taiwan Province, defines school life education as follows: "School life education refers to giving students a certain understanding of themselves, cherishing and respecting others' lives, and cultivating students' love for society and others, especially the disabled, in the process of education, so that students can get all-round development in personality." [6] Comrade Wu Wenju of Liaoning Basic Education Teaching and Research Training Center and Liaoning Primary and Secondary School Life Education Professional Committee gave this definition to school life education: "The so-called life education is an educational activity to help primary and secondary school students know life, appreciate life, respect life, cherish life, improve their survival skills and quality of life, and realize the value of life". [7] These definitions are very specific. It should be said that there is basically no difference in the definition of life education among domestic scholars, but there is a slight difference in the size of extension.
The connotation of life education is to pay attention to people's life and its existence value, which includes understanding life, protecting life, loving life, even fearing life and surpassing life. Therefore, we believe that the contents of life education include: 1. Education of survival consciousness. That is, the education that cherishes life. Specifically, it includes the education of life safety, life attitude and death experience. 2. Education of viability. Mainly lies in the ability to adapt to the environment, the ability to resist setbacks, and the improvement of safety prevention and self-help ability. 3. Sublimation education of life value. We should pay attention to cultivating students' love for life, and also pay attention to students' aesthetic education, so that students can experience the meaning of life in the aesthetic process.
The Guiding Outline of Life Education for Primary and Secondary Schools in Shanghai (for Trial Implementation) points out that in carrying out life education, schools must devote themselves to helping students adapt to and deal with the relationship between individuals and themselves, between individuals and others, between individuals and the environment, and between individuals and society in the process of education, so as to enable students to understand life phenomena, stimulate life potential, improve life quality, defend life dignity and realize life value. Cultivate students' life consciousness, survival ability and humanistic spirit. According to the inevitable relationship between education and life, education and students' life growth, and education and the rise and fall of a nation, we believe that life education must advocate the core concept of "being responsible for students' life and laying the foundation for the future of the nation", so that educators can establish this educational pursuit and educational concept, and at the same time, they must take cherishing life, loving peace, caring for the environment, caring for others and caring for mankind as the eternal theme of education.
the ultimate goal of education is to cultivate people. And what kind of people to cultivate, every era and every nation will have different standards. However, as far as the essence of education is concerned, no matter any education of any age or nationality, such a training goal will not be ignored, that is, to make the educated become a human being. If we leave this essential pursuit, all the goals of education will not be realized or lose its educational significance. Therefore, the author thinks that the curriculum goal of school life education should be to cultivate students' good life feelings and positive attitude towards life, and to help students establish a scientific world outlook, outlook on life and values; The training goal of school life education is to cultivate students' life consciousness, survival ability and humanistic spirit, and cultivate students' attitude and concept of life from the ultimate goal of education.
In short, life education is an educational activity that guides individuals to understand, adjourn and practice the value of "cherishing oneself and respecting others". The purpose of school life education is to help students understand the value, purpose and significance of life, so as to cherish and love life, respect themselves, others, the environment and nature, fully develop themselves and become useful and meaningful people to society. Therefore, infiltrating life education into the work of class teachers can not only educate students to respect life, affirm the value and significance of life, but also better realize themselves and contribute to society; It can also avoid students' behaviors such as not cherishing life and self-injury.
(III) Reasons for teenagers' weak sense of life
Social development has improved people's living standards, but the negative factors that followed have also affected teenagers' moral concepts and behavior habits, resulting in some students' vague moral concepts and declining moral self-discipline ability. The constant occurrence of appalling incidents, such as suicide by falling off a building, campus violence, kidnapping and abuse, murder and dismemberment, urges us to explore the reasons for the lack of awareness of life among teenagers. It should be said that the reasons why students don't cherish life are mainly as follows:
1. The influence of bad social atmosphere
With the increasing degree of science and technology domination in today's society, human beings have neglected their own lives and living environment to varying degrees. In particular, the speed of social development and change is accelerating, the competitive pressure is increasing, and the incidence of self-harm events such as suicide in society is obviously increasing. Because of the low anti-interference ability of teenagers, they are easily influenced by bad external environment, which will undoubtedly bring negative effects to the healthy growth of teenagers.
2. The increasing academic burden
Faced with the increasing social competition, schools and families have higher and higher requirements for students' learning. Endless classes, make-up classes and endless homework have caused many students to have a serious tendency to be tired of learning. They feel that their study life is boring and monotonous, they are afraid of exams, and they lack confidence in life and are prone to some bad behaviors.
3. Serious imbalance of physiology and psychology
With the increasing improvement of people's living standards, students' precocity is more common. Some students are unbalanced in physical and mental development, and their psychological age is lower than their physiological age, so they are emotionally unstable, impulsive and willful, and their self-restraint ability is poor, which is prone to emotional tension and behavioral disorders. Some students have poor will and loose mind, and have developed some bad habits, such as fighting, gambling, indulging in the game room, and some even embark on the evil path of illegal crimes.
4. The gradual weakening of school moral education
Influenced by the baton of examination, many schools unilaterally pursue the quality of teaching, ignoring the education of students' outlook on life and values, and moral education activities become a mere formality, lacking practical results. As a result, many students lack life ideals, pursue life passion, and have no lasting learning motivation and perseverance. When they encounter setbacks, they are pessimistic, disappointed and at a loss, and they don't know how to cherish life and pursue life fun.
5. Frequent accidents
Although in recent years, the school has strengthened safety education in many ways and actively created a safe campus, various accidents still occur from time to time, especially the accidental injuries caused by low safety awareness and improper safety measures in activities are shocking, and the number of student casualties caused by accidents such as water, electricity, fire and traffic is still relatively high every year. study