A Study On Students' Happiness

The interpretation of happiness spread from the ancient history and the traditional cultural heritage is still deeply affected the modern understanding of happiness, which is still firmly in control of our expectations. Moreover, the meaning of education evolves from the "convent", "foster children do good deeds" to preparing for life, growth and experience of the continuous transformation, concerned about the children's entire childhood, and to make happy memories of childhood stay in the children's lives. The explanation education is concerned with the quality of individual life and value of survival of the individual, so that we believe education gives students the dignity and power for happiness. The courses shift from "development paradigm" to "understanding paradigm" indicates that countries in the world are committed to such change, from real life of the world to design courses, from academic-based, knowledge-based growth of each student to the attention of a historic transformation of each student, so as to realize responsibility of school education for students' a lifetime happiness.As a result, education should pursue students' happiness as its value proposition, return to student life in the world, and present a more realistic look at our students and teachers around, and make prudent discernment in the surrounding situation to improve students' quality of life. It should stress that every child is unique. Through education, the individual should gain the value and dignity of being unique and be given the rights to pursue, access to personal feelings of the world, thus have the personal freedom and rationality and the courage to make choices, as well as take all the necessary responsibility.This dissertation is based on the factual phenomenon of school education, related to research about happiness home and abroad, presents a systematic and comprehensive analysis of the lives of middle school students. Research methods include phenomenological description, interviews, classroom observation, documentary notes, videos, photos and other on-site data and a variety of historical data, drawing on the theory of happiness, the author advances that having dignity life is realistic implication for students through refining, distillation and points out what education should do and the feasibility path for it.The paper consists of five chapters, and Chapter one presents the macro context from the Eastern and Western culture and interprets western concept of happiness and compares concepts of happiness in Chinese and Western tradition so as to establish the nature of happiness and the historical development of happiness in both Chinese and Western concepts. Followed by merit for fu and content for fu, the ancient Chinese concept of happiness; and the ancient Greek and Roman thinking of happiness in the European Middle Ages, the Christian concept of happiness, the pessimistic mood of happiness in modern Western world, the author reviews the historical developments of research on happiness, and makes it clear that blend of culture and history as the starting point for logical thinking of students' happiness.Chapter Two begins from two questions:what is happiness and who are happy people to infer that students have dignity life as the realistic meaning of happiness; demonstrates the theoretical support from the perspective of ethics, confirming the philosophical foundations for individual rights and psychological basis of students' happiness such as life goals and life attitudes and gives an overview of other social factors including society family, school. Social order affect students' happiness and social needs restrict the developments of students' well-being; parents' expectations and the rearing styles touch upon students' well-being; school reality and educational concepts all play a role in its interpretations of the concept of students' happiness.Chapter Three analyses the educational status of students and how they defend their dignity, focusing on the individual right, life goals and life attitude these three levels to infer where happiness is lost, and how happiness is reflected. It also includes a discussion on the role of teacher as initiators or victim.Chapter Four puts forward that education should pursue happiness of students as its values, having dignity life is the ideal state of students' lives. The author points out what education should do as individual rights is considered as the starting point, realization of life goals as driving force, as well as attitude to life as the protection.Chapter Five mainly explores the educational pictures how to achieve happiness of the students. Curriculum change is the educational path for students to experience happiness, and culture field is the space for students pursuing happiness. More specifically, through analysis of cases of the courses and comprehensive practical activities, the author summarizes characteristics of classroom instructions, and concludes how to make students experience happiness in the curriculum and practical activities. Poetical outlook is presented in the end.