Research On The Experience Of Youth And Death Education In East Asia

In today’s era,the economy is developing rapidly,cultural conflicts are constantly changing,and the young people in the period of great changes in life are facing various challenges.In addition,the lack of life and death education in China’s youth is not clear.Many teenagers do not know what life means and what death means.Young people ignore life.The phenomenon of squandering youth and indifferent sense of responsibility has occurred from time to time.The research on the education of adolescents’ life and death in China’s academic circles is still in its infancy,and the research content has certain limitations.Life and death education in Japan,South Korea,Hong Kong and Taiwan started earlier.After nearly half a century of development,it has matured and achieved good results.China is geographically close to Japan,South Korea,Hong Kong and Taiwan,and has certain similarities in culture and ideology.Therefore,systematically studying the experience of life and death education among adolescents in East Asia has positive significance for the development of life and death education for adolescents in China.This paper first clarifies the common experience of life and death education for adolescents in East Asia,and describes them in detail from three aspects: education promotion,educational content and educational methods.Among them,government support,school active development and academic research provide support for the promotion of adolescents’ life and death education;the content of education is based on cherishing life,and the orientation of “taking students to observe students”;taking in existing courses,strengthening life and death experience and implementing self-education Kind of education.Then,the experience of life and death education for young people in Japan,South Korea,Hong Kong,Taiwan and the Mainland was sorted out.Japan adopts the education of life with local characteristics,pays attention to the level of education and establishes a "three-in-one" education chain.South Korea has integrated ceremonial education into life and death education and has fully played the role of the church.China’s Hong Kong and Taiwan regions have carried out life-and-death education with school-based characteristics,and promoted the education of life and death by offering specialized courses,actively playing the role of social groups and strengthening teacher training.In the mainland of China,the government’s guiding role in life and death education is particularly prominent.The value orientation of holism is the fundamental feature of China’s distinction from Western countries.Finally,combined with the current situation of adolescents’ life and death education,the author puts forward suggestions for the further development of the education of adolescents’ life and death: First,persist in exerting the leading role of the government to further promote the education of adolescents’ life and death;secondly,actively construct a "trinity" education chain to strengthen the family,The connection between school and society;thirdly,the education of life and death should be carried out according to local conditions,including fully exploiting the wisdom of life and death in China’s excellent traditional culture,combining the characteristics of local schools,and strengthening the practice of life and death;Fourth,strengthening the reserve of professional talents and the training of teachers Efforts will be made to improve the level of life and education teachers in China’s youth.