简论生命教育的迫切性及实施模式  

On the Urgency of Life Education and Its Implementation Model

作　　者：乐毅[1] 王霞[1] 

机构地区：[1]复旦大学高等教育研究所,上海200433

出　　处：《教育理论与实践》2013年第10期52-56,共5页Theory and Practice of Education

基　　金：作者主持的2009年度上海市教育科学研究市级项目<教育督导与学校评估指标体系研究>(项目编号:B09002)的系列研究成果之一

摘　　要：学生自杀事件频发不仅涉及学生个体、家庭和社会等因素,也与学校教育密切相关,既反映了学校生命教育的缺失问题,也提醒我们实施生命教育的迫切性。目前,我国生命教育的实施面临目标概念模糊、理论研究薄弱、课程政策缺位、实施模式单一、课程开发不足、专职教师短缺等诸多问题。实施生命教育可选择的模式包括设置正式课程、进行学科渗透、建立校内外教育机构合作机制、培训作为课程资源的教师等。国外的经验、我国香港、台湾地区的做法及部分省、市的实践已证明这些模式具有可行性。The frequent occurrence of students＇ committing suicide is not only related to the individual students, families and society, but also the education of schools. It shows the lack of life education in schools, and also warns the educational workers of the urgency of practicing the life education. Currently, a lot of problems exist in the practice of life education in our country like vague concept of objectives, weak theoretical researches, absence of curriculum policies, single mode of implementation and serious lack of professional teachers. To solve these problems, we can apply such models as setting up the formal courses, adopting the infiltration of disciplines, establishing the mechanism of cooperation between the organizations inside and outside schools, and training teachers who will be the curriculum resources. The above models have been proven feasible by the overseas experience, the practices in Hong Kong and Taiwan and the practice of some provinces and cities of our country.

关 键 词：生命教育 学生自杀 实施模式 

分 类 号：G420[文化科学—课程与教学论]