当代大学生生命教育研究

【作者】 褚惠萍；

【导师】 孙建社；

【作者基本信息】 南京师范大学 ， 思想政治教育， 2014， 博士

【摘要】 大学生是整个社会中最富有朝气、最具有积极性和创造性的群体,他们是祖国的未来,是社会主义事业的优秀建设者和可靠接班人。在现实生活中,大学生漠视生命,自伤、伤人、“慢性自杀”等现象却时有发生,令人痛心。所以,重视和倡导对大学生开展生命教育,不仅着眼于对大学生个体生命自然存在的关切,更要注重对大学生生命意义价值与人生态度的引导和提升,能够认识生命、保护生命、珍爱生命、欣赏生命,探索生命的意义,实现生命和谐发展。人的生命首先表现出生物性,并与生存环境之间进行物质的和价值意义的交换,始终存在于实践活动中。人的生命是完整的、独特的、有限的又是超越的、有价值的,这是人之生命存在的基本内涵,也是正视生命的基本视角。从物理哲学的角度看生命是一个具有自然性、精神性、社会性、价值性的独特“物体”,其存在表现出独特的长度、宽度、强度、温度和澄度。生命意识和生命教育的璀璨智慧一直蕴涵于中国几千年传统文化、西方哲学和马克思主义思想中,它们是现代生命教育坚实的理论基石。现代生命教育的提出始于上世纪六十年代,经过五十余年的发展,其内涵不断深化、外延也不断扩展。而当代大学生生命教育因大学生生命的特殊性,在内涵上有着进一步延展和特殊规定。在教育内涵上要更加把握方向、重视过程、明确目的,从主体的特殊性、内容的广博性以及手段的灵活性上来掌握大学生生命教育的特殊性。对大学生的生命认知、生命活力显现、生命意义、生命价值、幸福感等五个因子进行调研,结果显示我国大部分大学生对生命有着正确的理解和认识,但是大学生生命异化的现象存在且比较严重。对笔者收集的自杀、伤害他者生命以及“慢性自杀”案例的分析,进一步验证了这一结论。其原因何在?对大学生生命异化现象进行归因分析,笔者发现社会转型期的“泛功利化”、家庭教育的误区、当代教育价值取向的偏差、大众文化的冲击以及大学生主体的矛盾等五个方面是影响大学生生命发展的重要因素。虽然大学生生命异化现象存在且比较严重,但当下我国高校的大学生生命教育尚处于起步阶段,表现出缺失性、零散性和表面性等特性。如何来解决这些现实问题?依据生命教育的理论基础,从现实问题出发,本文将理论和实践相结合,提出加强大学生生命教育的对策,构建完整、系统的大学生生命教育体系。大学生生命观发展具有内在的规律和特点,解读其内在过程,以解决大学生生命教育从表面走向内化问题。大学生生命观发展的内在过程包含大学生的生命观认知过程、生命观情感体验过程、生命观意志行动过程和生命观人格内化四个层面,知情意行的协调发展,由外及内的升华,逐渐引领大学生生命教育从表面呈现走向人格内化,从而由内及外帮助大学生获得幸福感的提升。大学生生命教育思路的厘清应从指导思想、目标内容、原则方法入手,解决整体思路从模糊走向明晰的问题。大学生生命教育的指导思想在于大学生生命教育要坚持正确方向的指引,要坚持以人为本、科学发展的宗旨,要坚持以实现人的自由而全面的发展为落脚点。大学生生命教育的目标和内容在于要教育大学生珍爱自然生命、丰盈精神生命、成就社会生命和升华价值生命。大学生生命教育应遵循的原则有：大学生生命教育的体验性原则、生成性原则、幸福性原则和超越性原则,这四个原则相互依存,密不可分。在实践中探究大学生生命教育路径,解决大学生生命教育从缺失走向行动问题。在大学生生命教育实践中要找到适当的切口：构建家庭—社会—高校—大学生四元生命教育模式,“四位一体”,“四元合力”,以完成大学生生命教育的目标,保证大学生生命教育的效果。在大学生生命教育课程的设计、内容选择和组织呈现形式等方面进行研究和实践,保证在主渠道上有效开展大学生生命教育。同时,还要充分利用好第二课堂,在科学理念的指导下,遵循原则规定,创造性地选择和组织行之有效、学生欢迎的生命教育活动,将生命教育落到实处。引导大学生健康成长,加强成长规划设计指导是大学生生命教育的重要抓手。大学生健康成长需要生命教育,对大学生生命教育的诗情守望在于生命教育引导大学生幸福成长,建构美好人生。更多还原

【Abstract】 College students are the most active and creative group in the whole society who constitutes the future of our country as well as excellent builders and reliable successors of the socialist cause. In our real life, however, we often witness injuries, assaults, suicide and other such phenomenon occur committed by college students. In this regard, great importance should be attached to guiding and advocating life significance and life attitude, which contributes to be able to understand life, protect life, cherish life and enjoy life so as to explore the its meaning and realize harmonious development of life.Human life shows its biological character at first, carrying out exchanges with living conditions in the sense of material and value, which always exists in practical activities. The basic meaning of the existing and the fundamental perspective of human life lie in the fact that human life is complete, unique, finite but exceeding and valuable. From the perspective of physical philosophy, life is a peculiar "object" embodying the character of nature, spirituality, community and value, whose existence presents unique length, width, intensity, temperature, and clarified degrees. Bright wisdom of life consciousness and life education has been implicit in China’s thousands of years of traditional culture, Western philosophy and Marxist ideology, which are solid theoretical foundation for modern life education. Modern life education was raised in the1960s. After fifty years of development, its meaning has been deepening and its extension has also been expanding. The contemporary college life education further expands its coverage and puts forward special regulations in its meaning due to the special nature of lives of college students. In terms of educational meaning, we should grasp the direction, emphasis on process and have a clear purpose to master specificity of college life education from the special nature of the subject and the flexibility of content.The research results of five factors including life cognition, life vitality and the value and significance of life, happiness show that most students of our country have a correct understanding of life. However, alienation phenomenon of college students exists and is relatively serious. I have analysized the cases collected on suicide, hurting other people and chronic suicide, which have further validated this conclusion. What are the reasons? From my analysis, I found that five aspects including "common utilitarian" existing in social transformation period, misunderstanding in family education, deviation in contemporary educational value, the impact of mass culture as well as contradictory of college students constitute important factors in influencing the development of lives of college students. Despite serious alienation, the current life education of college students is still in its infancy showing the lack of resistance, fragmented and superficial characteristics. How to solve these practical problems? According to the theoretical basis of life education and starting from the problems in reality, I would like to put forward measures to strengthen college life education by combining the theory with practice so as to build a complete and systematic education system.The development of college students’view of life embodies its intrinsic laws and characteristics. Only by interpreting its internal processes can instruct life education to develop from surface to the real problem. The inner development process of students’life view includes four aspects such as their cognitive processes of college life, the process of emotional experience, volitional movement and personality internalization. The coordinated development of the four aspects gradually instructs life education to develop from surface into personality internalization in order to raise students’ sense of happiness from the inside to the outside.The clarification of the idea of life education should solve the problem that the whole idea comes from the fuzziness to the clarity, from the aspects of guiding ideology, target content, principles and methods Life education’s guidance idea illustrates that it has to adhere to the correct orientation, abide by people-oriented principle as well as scientific development purposes. What’s more, it must adhere to the final result of realizing people’s free and integrated development. College life objectives and content of education is to educate college students to cherish the natural lives, to enrich spiritual life and to achieve social life as well as to sublime the value of life. Life education should stick to the following principles:experiential principle of college education, generative principle, happiness principle and the transcendence principle. These four principles are interdependent and inseparable.Life education’s method should be explored in practice in order to take into action. In practice, we must determine appropriate direction:building Family-Social-College-College education model,"four in one" or "four forces" to accomplish college life education goals, ensuring education effect. As to the design of life education, content selection and organization of presentation forms etc., it has to ensure its effective implementation to carry out in main channel. At the same time, the second class should be made full use to in accordance with rules and regulations creatively choose and organize effective and welcomed activities under the guidance of scientific concept so as to implement life education and guide students to grow healthily. It is of great importance for life education to strengthen the design and guidance of college.Healthy growth of college students needs life education. The expectation of college life education lies in the fact that life education guides college students to grow up happily and construct a better life.更多还原