| In the 1960 s, Life Education began to spring up all over the world. Countries like America, Britain, Australia and Japan built a perfect life education system on a national scale one after another. In the 1990 s, Life Education began to be carried out in Mainland China. To promote the ideological and moral education and Life Education for teenagers, the Party Central Committee and the State Council put forward clear requirements in 2004, and successively issued Documents No. 8 and No.16. They also called for regarding Life Education as an important carrier of ideological and moral education and implementing Life Education activities scientifically and effectively. Yunnan Province put forward “Sansheng Education” in 2008, which was a landmark case in the development of domestic Life Education. Life Education was put into the Outline of Mid-long Term Education Reform in 2010, and it won the recognition and support of Ministry of Education.Life Education is more than “the education of life”, which cannot be simply understood as a course. It is a kind of educational concept. Through the process and power of education, Life Education teaches students how to actively meet various challenges in life, respect life and understand the value of life, truly realize the preciousness of life, cherish life, elevate the meaning of life and realize the value of life. As an important part of quality-oriented education, Life Education does not simply include safety education. And its connotation and denotation has a strong consistency with moral education.Henan Province is a big agricultural province as well as a populous province in our country. Education issues are particularly outstanding in our province, and the development of Life Education is comparatively slow. Because of the restriction of objective factors, Life Education in Henan Province gives priority to safety education. Teenagers in the stage of junior middle school(aged 13-15) are in their critical period of life, in terms of their physiological development and psychological development. Implementing Life Education in junior middle schools is beneficial to students’ all-round development.The first part of the thesis is introduction, which mainly introduces background and significance of the research and literature review at home and abroad. Literature review contains the current situation and research output of Life Education at abroad, in Taiwan and in Mainland China.The second part is an overview of Life Education, which mainly introduces the connotation and significance of Life Education. It also expounds the practical significance of carrying out Life Education in the stage of junior high schools, including physical and mental characteristics of junior middle school students, the necessity of implementing Life Education for them and the deficiencies of Life Education in junior middle schools in Henan.The third part is a survey on the development status of Life Education in junior middle schools in Henan. Field survey on Life Education has been carried out among junior middle schools of the urban area in Dengzhou, Henan by means of questionnaire and random interviews. The status of Life Education has been investigated from the aspects of students, schools, families and society. Later the writer integrates the data collected and relevant material, and concludes after systematic and scientific analysis.The last part is about paths and methods to promote Life Education in junior middle schools in Henan. According to the existing problems in Life Education in junior middle schools in Dengzhou, and practical situation of Life Education in Henan, effective countermeasures and suggestions have been put forward to build an intact Life Education system, that is, the pattern of quaternity of government, schools, families and society. |
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