The Design Of Life Education Curriculum The Growth Of Life And Effect Of Implementation

In this social transition, many teenagers fall into the life of hardship, and the suicide phenomenon has occurred frequently. Against this background, the life education that concerns the issue of life and focus on improving the quality of life has caused importance of education. However, the current domestic life education in schools is still at an initial exploration stage, the related courses is lacking, so that strengthening the development and implementation of school life education curriculum is meaningful.In this study, we design the life education curriculum the growth of life, to intervention on middle school students and college students. Using the Quasi-experimental design, all the subjects are divided into two groups, the experimental group and the control group. The experimental group of middle school students accepted 12 hours (540 minutes), the experimental group of college students accepted 18 hours (720 minutes) of life education curriculum intervention, the control groups did not receive any treatment. Meanwhile, all the subjects were accepted a questionnaire survey before intervention, after the intervention, and three months after the intervention, to survey their level of meaning of life and subjective well-being (SWB).Using repeated measures analysis of Variance and T-test to check the effects of life education curriculum intervention on the meaning of life and subjective well-being of middle school students and college students.In addition, in order to learn the evaluation of the life education curriculum, the experimental group students need to fill out the unit feedback after finishing each unit of the courses, and fill out the general feedback after all the units are finished. For that to check the applicability of life education curriculum the growth of life for middle school students and college students.Through research, we find that:First, the growth of life curriculum intervention showed some immediate effects and delayed effects in improving the meaning in life of junior students, and had no immediate effects but had significant delayed effects in improving the cognitive components of SWB (Life Satisfaction). And showed some delayed effects in enhancing junior students’positive emotions, but had no significant effects on negative emotions.Second, the growth of life curriculum intervention showed some immediate effects and significant delayed effects in improving the meaning in life of high school students, and had some immediate effects and significant delayed effects in improving the cognitive components of SWB (Life Satisfaction). And had no significant effects on improving positive emotions and negative emotions of high school students.Third, the growth of life curriculum intervention showed significant immediate effects and delayed effects in improving the meaning in life of college students, and had some immediate effects and significant delayed effects in improving the cognitive components of SWB (Life Satisfaction).But had no significant effects on improving positive emotions and negative emotions.Fourth, the experimental group students showed high satisfaction for the life education curriculum the growth of life, and hold a positive evaluation in the course contents and teaching methods. And the curriculum can help the students in self-understanding, exploring the meaning of life, experiencing the value of life and planning for the future life.Fifth, the growth of life curriculum showed a positive impact on the middle school students and college students, and can be implement in middle school and colleges.Finally, based on the findings, we raised some recommendations about life education in school to provide specific reference to the relevant departments.