A Study On The Effect Of Life Education On Junior Students' Meaning In Life And Mental Health

Life is the most precious treasure in human life and also the foundation for mankind's realization of ideals.With the widespread concern of the state over the ever-increasing news of life-threatening events,life education officially entered the ranks of school education.Junior high school students are in the period of rapid changes in physiology and psychology,showing semi-mature and semi-naive contradictory characteristics.Due to the lack of a correct understanding of life and the relative lack of meaning of life,junior high school students are vulnerable to adverse events in life so that junior high school students often can't handle or solve things in an appropriate way,interfere with their normal study and life,and even Produce harm to themselves or other people's lives behavior.Therefore,it is of great significance for junior middle school students to know their life reasonably,to get a sense of their sense of life and to gain the healthy development of their mind.However,in the past,the research on life education mainly focused on undergraduates,overall youth and high school students,while there were few studies on junior high school students.In the aspect of intervention,the main group counseling,education and training were rare way.Therefore,by means of education and training,to explore the impact of life education on sense of life and mental health of junior high school students can not only enrich our country's research on life education,but also had practical significance to improve junior middle school students' sense of meaning in life and mental health.In this context,this study used education training,adopting the experimental-control group before and after the experiment design.The junior students were used as the research object,including the experimental class one(40),the experimental class two(40),the control group(40).The experimental class one accepted teacher-dominant way to conduct the life education,the experimental class two accepted student-dominant way to conduct the life education,and the control group did not accept any processing.Accepting the experimental subjects before and after treatment,we used the "meaning in life questionnaire"(MLQ)by Steger(2006)and the"middle school student mental health scale"(MSSMHS)by Wang Jisheng(1997).After 8 times counseling,the research showed that:(1)The teacher-dominant way to conduct the life education had effects on improving the junior high school students' meaning in life and mental health;(2)The student-dominant way to conduct the life education had effects on improving the junior high school students' meaning in life and mental health;(3)Through the experimental class 1 and experimental class 2 and control group of variance analysis and multiple comparison showed that the way of student-dominant is better than the teacher-dominant way.At last,made an analysis to the insufficient of this research and provide some proposals for the future.