本文關(guān)鍵詞：從大學(xué)生自殺現(xiàn)象論挫折教育　出處：《湖北大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：雖然我國(guó)很早就開始了應(yīng)試教育向素質(zhì)教育的改革,但是效果一直不盡理想。因?yàn)殚L(zhǎng)期處于這種不能帶來(lái)均衡發(fā)展的教育中,一些學(xué)生的身心未能得到健康的發(fā)展,并且因?yàn)樯鐣?huì)快速發(fā)展,他們不可避免的的身處在更加復(fù)雜的外界環(huán)境中。另外一方面他們又未受到足夠的抗挫能力教育,因此導(dǎo)致他們?cè)诿鎸?duì)和解決挫折方面越來(lái)越脆弱。于是在遇到挫折時(shí),他們?nèi)菀桩a(chǎn)生委屈、埋怨、畏難、逃避等情緒,甚至出現(xiàn)自殺等極端行為。最近幾年,有關(guān)大學(xué)生的自殺現(xiàn)象頻頻見諸報(bào)端,如果不及時(shí)關(guān)注這些問題,任其發(fā)展,勢(shì)必會(huì)影響我國(guó)人才培養(yǎng)戰(zhàn)略的有效落實(shí)。挫折教育是理論與實(shí)踐的結(jié)合,不僅能夠矯正大學(xué)生錯(cuò)誤的觀念認(rèn)識(shí),并且能夠合理引導(dǎo)大學(xué)生將正確的認(rèn)識(shí)運(yùn)用到實(shí)踐中去,在實(shí)踐中鍛煉自己的意志,提高其承受挫折的能力和適應(yīng)社會(huì)的能力,使學(xué)生的身心得到全面發(fā)展,由此預(yù)防和減少自殺現(xiàn)象的發(fā)生。這是素質(zhì)教育的內(nèi)在要求,也關(guān)系到國(guó)家的人才培養(yǎng)戰(zhàn)略,具有重大的實(shí)踐和現(xiàn)實(shí)意義。 本文的第一部分是緒論,主要闡述了選題的意義、國(guó)內(nèi)外相關(guān)研究的現(xiàn)狀以及研究創(chuàng)新和不足之處等內(nèi)容。本文的第二部分的主要內(nèi)容是對(duì)“自殺”,“挫折教育”等概念進(jìn)行界定,通過比較和分析國(guó)內(nèi)外一些專家學(xué)者的定義,聯(lián)系實(shí)際得出自己的理解。這個(gè)部分的內(nèi)容是為下文將自殺現(xiàn)象和挫折教育聯(lián)系起來(lái)作鋪墊。第三部分首先對(duì)搜集到的大學(xué)生自殺案例進(jìn)行分析,然后總結(jié)出導(dǎo)致大學(xué)生自殺的社會(huì)、學(xué)校、家庭以及個(gè)人這四個(gè)層面的原因。第四部分說(shuō)明了對(duì)大學(xué)生進(jìn)行挫折教育的必要性,主要從時(shí)代發(fā)展、個(gè)體人生、素質(zhì)教育以及國(guó)外成功經(jīng)驗(yàn)這四個(gè)方面來(lái)分析。最后一部分是以本文前四部分的內(nèi)容為基礎(chǔ),從社會(huì)、學(xué)校、家庭以及大學(xué)生自我教育這四個(gè)層面給出相應(yīng)的挫折教育建議。
[Abstract]:Although our country started the reform of examination-oriented education to quality-oriented education early, the effect has not been ideal, because it has been in this kind of education which can not bring about balanced development for a long time. Some students have not been able to develop healthily, and because of the rapid development of society. They inevitably live in a more complex environment. On the other hand, they are not educated enough to resist setbacks. As a result, they become more and more vulnerable to setbacks. When they encounter setbacks, they are prone to feelings of grievance, resentment, fear of hardship, escape, and even extreme behaviors such as suicide in recent years. The phenomenon of suicide of college students is frequently reported in the newspaper. If we don't pay attention to these problems in time and let them develop, it will inevitably affect the effective implementation of our country's talent training strategy. Frustration education is the combination of theory and practice. Not only can correct the wrong ideas of college students, but also can reasonably guide college students to apply the correct understanding to practice, in practice to exercise their will. It is the inherent requirement of quality education to improve their ability to bear setbacks and adapt to the society so that the students' body and mind can be developed in an all-round way so as to prevent and reduce the occurrence of suicide. Also related to the national talent training strategy, has great practical and practical significance. The first part of this paper is an introduction, mainly expounds the significance of the topic, the current situation of relevant research at home and abroad, as well as research innovation and deficiencies. The second part of the main content of this article is to "suicide". "frustration education" and other concepts are defined, through comparison and analysis of the definition of some experts and scholars at home and abroad. The content of this part is to pave the way for the following link between suicide phenomenon and frustration education. The third part first analyzes the college students' suicide cases collected. Then summarizes the causes of suicide of college students in the four levels of society, school, family and individual. Part 4th explains the necessity of frustration education for college students, mainly from the development of the times, individual life. The last part is based on the content of the first four parts of this paper, from the society, the school. The four levels of self-education of family and college students give corresponding frustration education suggestions.
【學(xué)位授予單位】：湖北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：C913.8

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