67.7% of respondents feel that today's children's ability to cope with difficulties and setbacks is weaker than before

    At this year's National People's Congress, Chen Wei, deputy to the National People's Congress, vice president of Quzhou Traditional Chinese Medicine Hospital in Zhejiang Province, and vice chairman of the Quzhou Municipal Committee of the Jiusan Society, suggested that life education be carried out for young people and integrate life education into the existing curriculum system. With the frequent occurrence of self-injury and suicide among adolescents in recent years, it is urgent to strengthen life education.

    Last week, a survey of 1,525 respondents conducted by the Social Survey Center of China Youth Daily (wenjuan.com) showed that 67.7% of respondents felt that today's children's ability to cope with difficulties and setbacks is weaker than before. 96.6% of the respondents confirmed the need to educate adolescents about life. For the establishment of a life education system, 70.8% of the respondents suggested combining the laws of adolescent mental development.

    "Life education is not only a compulsory course for children, but also parents"

    Li Shan, a junior high school teacher at a public middle school in Shandong, feels that today's children are not as good as they used to be able to face difficulties and setbacks. "In recent years, there have been news of teenage suicides, and there is a tendency to be younger." She said that there was an incident in her son's middle school where students committed suicide because they could not accept their parents' divorce, which was very heartbreaking and regrettable.

    Wu Wei, a full-time mother of the post-80s, has two children. She also feels that today's children are less resilient to frustration, "often chatting with other parents and finding that some children feel broken when faced with small things, and even feel like they want to lose the whole world." Always alone and sullen. ”

    67.7% of respondents felt that today's children are less able to cope with difficulties and setbacks than before. 23.3% of respondents thought it was strong, and 9.0% felt that it was difficult to say. Interaction analysis shows that parents in third- and fourth-tier cities feel significantly weaker (71.2%), followed by parents in towns or counties (69.3%).

    Zhou Qingnan, a public institution in Beijing, is a new mother. She often sees cases of teenagers with mental health problems and suicide and self-injury, "I recently saw a blogger talk about cases that happened around her. A 13-year-old girl whose parents put most of their energy and financial resources into her studies. Because I was pushed too hard, the pressure was very high, and my grades were getting worse and worse. The mother never understood the child, and mother-daughter quarrels became commonplace, and after the last quarrel, the girl jumped from the house, and her life was forever fixed in the good years. ”

    Also as a mother, Zhou Qingnan is very heartbroken. "I feel that life education is not only a compulsory course for children, but also parents." Cherish life' is not a slogan. Parents should accept the ordinariness of their children and cannot impose their own ideas and expectations on their children. ”

    Wu Guohong, associate professor at Fudan University's School of Social Development and Public Policy, is a strong supporter of life education. He pointed out that although many parents now attach more importance to life education, most of them are still verbal, do not do well in real life, and lack rational educational guidance.

    96.6% of the respondents believe that it is necessary to educate adolescents about life, of which 63.2% feel that it is very necessary. Interaction analysis shows that respondents in first-tier cities have the highest proportion of respondents who think it is very necessary, at 70.7%, followed by towns or counties (69.3%).

    In life education, 68.3% of respondents believe that it is necessary to appreciate and respect the beauty of the lives of different individuals and species

    Wu Guohong said that life education should be carried out gradually, from shallow to deep, and life cycle education should be carried out first. "For example, through the example of raising flowers, let children know that the life of flowers will go through the process of germination, flowering, withering, and withering. Then transition to pets, the elderly, etc., so that children are aware of the laws of the life cycle. Secondly, he pointed out that in addition to the two endpoints of life and death, such as adolescent education and sex education, should be included in the scope of life education.

    Li Xiaowen, a professor at the School of Cognitive and Psychological Sciences of East China Normal University, believes that life education should not stop at cherishing life, but should attach importance to life value education, and everyone who reaches a certain age must think about the meaning of life and how to live well, "to know that 'I can't live in vain', and stimulate potential abilities in practice." ”

    What should life education include? Knowing how to appreciate and respect the beauty of the lives of different individuals and species ranked first, with a selection rate of 68.3%, followed by the importance of individuals, families, and social relationships (65.6%), in addition, 65.1% of respondents believed that it was the understanding of "life" and "death" itself, 54.6% of respondents believed that it was the possibility and significance of life development, and 45.7% of respondents felt that it was daily safety and self-protection awareness.

    To establish a life education system, 70.8% of respondents suggested combining the laws of adolescent mental development

    Li Shan said that in daily teaching, she will pay more attention to students' emotional changes, and she believes that schools should establish a long-term mechanism for mental health education, set up psychological counseling rooms, and equip professionals to provide psychological counseling services. Through the development of regular psychological counseling courses, students can love life, understand the preciousness of life, and be able to treat problems rationally and actively seek help.

    Wu Wei hopes that the school will often carry out life education activities, so that children can understand life, value life, fear life, know how to be grateful to their parents and teachers, and learn to protect themselves. "Teachers always pay attention to students' psychological changes and communicate with parents in a timely manner, so that children can grow up safely and healthily."

    Wu Guohong pointed out that although schools now pay more attention to life education and have a more comprehensive emergency response mechanism, they cannot play a good role in preparing for rainy days and have not formed a systematic prevention system.

    Li Xiaowen believes that life education through lectures or psychological counseling is not enough, but to carry out integrated and creative collective activities, mental health education, ideological character, language and other disciplines can be unified. "For example, when I do public welfare teaching at a school for the children of migrant workers, I will combine team activities with Chinese writing, and singing and dancing programs with algorithm mantras and texts. By enriching children's experience and enhancing feelings of value, it can not only improve their interest in learning, but also contribute to mental health. ”

    For schools to establish a systematic and institutionalized life education system, 70.8% of respondents suggested combining the laws of adolescent mental development, 64.5% of respondents hoped that schools would open psychological counseling rooms and hold regular theme lectures, 60.3% of respondents expected life education to be included in the assessment to guide all-round development, 59.0% of respondents believed that it was necessary to go out of the classroom and let students understand the value of life in social practice, and 40.7% of respondents hoped that the form of life education courses was vivid and diversified. Increase students' enthusiasm for learning.

    Among the respondents, parents of primary and secondary school students accounted for 82.2%. 30.7% live in first-tier cities, 43.9% in second-tier cities, 20.3% in third- and fourth-tier cities, and 4.1% in towns or counties.

    (Yang Zhe also contributed to this article)

Source: China Youth Daily