论文部分内容阅读
生命教育是帮助学生认识生命、珍惜生命、尊重生命、热爱生命,提高生存技能和生命质量的一种教育活动。对于正处于心理上“断乳期”的青少年来说,借助生命教育的渠道顺利解决自我认同与角色混乱的冲突危机,会使青少年变得更加成熟和社会化。笔者认为,教师若能够在生命教育中有所担当,应具备以下三种意识:1.尊重意识。从马斯洛的需求层次理论来看,尊重是人的较高层次的心理需求,它既包括个体对自我价值的个人感觉,也包括他人对自己的认可与尊重。
Life education is an educational activity to help students understand life, cherish life, respect life, love life, and improve their living skills and quality of life. For adolescents who are in psychology “weaning period ”, solving the conflict crisis of self-identification and chaotic character through the channels of life education will make adolescents become more mature and socialized. The author believes that if teachers can play a role in life education, they should have the following three kinds of awareness: 1. Respect consciousness. From the perspective of Maslow’s hierarchy of needs, respect is the higher level of psychological needs of people. It includes not only the individual’s personal feelings about self-worth, but also the recognition and respect of others.