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本篇paper代写- Life education in British universities讨论了英国高校的生命教育。在一些慈善机构的影响下，英国政府开始重视生命教育的推进工作，并且将生命教育作为一种全人教育来推进。生命教育是一种具有促进个人与社会协调发展功能的教育，能够让学生从不同角度去理解民主的本质，以及参与民主的意义。此外，生命教育有助于促进个人的健康和幸福，尤其是让学生意识到毒品的危害，从而树立起正确的生活习惯与生命价值观。英国高校的生命教育发展到现在，已经成为英国教育体系的核心之一，逐渐成为英国教育的基础内容之一，并且建立了系统性、法制化的教育体系。本篇paper代写由51due代写平台整理，供大家参考阅读。

In recent years, there have been many regrettable and shocking student suicides on college campuses in China, which not only reveals the indifference of suicidal students to life, but also reflects the imperfection of life education in colleges and universities. From the perspective of reality, the defects of college life education in China are mainly reflected in two aspects: on the one hand, the lack of psychological crisis intervention; on the other hand, the lack of life education. As the first country to develop life education in the west, Britain is also the country with the most perfect life education system at present.

Life education in the UK was first advocated by Ted Noffs. He is a social worker who has long been concerned about youth drug use. He believes that it is necessary to carry out life education in society so as to reduce the harm caused by drug abuse. In 1986 Britain's first life education institute was established, funded by Varity Culb. In 1987, the life education center established the life education foundation, whose main role is to raise funds to improve the lives of drug addicts. In March 1987, under the sponsorship of Rock Group Dire Straits, a second mobile life education institution was established. Since then, more than 30 mobile classrooms have been set up across England, wales and Belfast. These institutions have played an active role in reducing the harm of drugs and so on.

Under the influence of these institutions, the British government began to pay attention to the promotion of life education, and life education as a whole-person education to promote. British educationists generally believe that life education is not only about individual life, that is, the focus on one's own life, but also about making individuals pay attention to society and cultivating their ability to pay attention to society. Life education is an education with the function of promoting the coordinated development of individuals and society, which can enable students to understand the essence of democracy and the significance of participating in democracy from different perspectives. To enable students to understand the responsibilities, obligations and rights of citizenship, the relevance and significance of others, schools and society to themselves. In addition, life education helps to promote personal health and happiness, especially to make students aware of the harm of drugs, so as to establish correct life habits and life values. Life education has become one of the cores of the British education system, and gradually becomes one of the basic contents of the British education, and a systematic and legal education system has been established.

Under the active promotion of the British government, life education in the UK has formed a systematic education system, which, together with civic education, constitutes the education mode with the main and the auxiliary. As an important part of civic education, life education is not only a compulsory course in universities, but also brought into the orbit of legal management. In addition, life education courses in the UK attach great importance to teaching activities such as role playing and group discussion. Combined with multimedia, network and other technical means to create a learning environment in line with the real life, so that students deepen the understanding of life education, harvest more valuable knowledge about life.

Focus on life education. Life education in Britain emphasizes learning in many aspects, especially experiencing the essence of life from life. Therefore, life education is not only an abstract knowledge education, but also the perceptual knowledge of life. The content of the course are generally based on real events, often refer to some recent cases involved into the class discussion, thus let the students to realize what is a democratic participation, what it means to be citizens responsibilities, rights and obligations, etc., let the students know the process of personal growth for citizens from life, personal and school, the relationship between the individual and society, and the value of individual existence with others.

The purpose of life education is not only to promote the socialization of individuals, but also to make people feel happy and develop healthily in the process of development. Life education believes that it is necessary for students to know themselves, recognize the importance of self, and establish self-esteem, self-confidence, have an independent spirit and sense of responsibility, so as to become active members of a democratic society, actively contribute their talents and wisdom to the development of a democratic society, and share their achievements with others.

As a result, the life education in content contains the student life as a whole and its process of all life, all the discussed depart from life, to enable students to have with the knowledge necessary to become a qualified citizen, and have the ability to development and explore all kinds of problems, good communication skills and ability development.

Life education in Britain is a kind of integrated education. Life education is not an isolated education, but closely linked with other courses, so that life education becomes a part of daily education. That is to say, life education is carried out all the time, so this kind of influence is very huge. In addition, the integration of life education with other courses is conducive to students' understanding of the essence of life from different professional perspectives, which is conducive to the formation of a comprehensive understanding of life and the ability to see differences in the whole.

In recent years, some extreme campus events have occurred frequently and it is urgent to carry out life education. Although relevant contents of life education have been incorporated into the education system in the outline of national education development plan, colleges and universities are still at the exploratory stage in life education, which calls for unified curriculum guidance and capital investment and guarantee. The successful experience of British life education can bring us many beneficial inspirations.

To strengthen the leading role of the government and develop life education, the government's support and guidance are indispensable. First, the government should bring life education into the legal management track, and bring life education into the national curriculum system standard. The national curriculum system standards for life education should be set up, the specific teaching objectives should be formulated, the teaching tasks should be designed, the scientific teaching methods should be determined, and the reasonable teaching evaluation methods should be adopted. To guide colleges and universities to carry out life education in accordance with regulations, strengthen supervision and assessment, and incorporate the implementation effect of life education into the comprehensive evaluation index system of colleges and universities. Secondly, the government should increase the funds for life education. In terms of funds, it guarantees the curriculum research and development of life education, the accumulation of curriculum resources, the training of teachers and the construction of practice bases. Finally, on this basis, the government should encourage all kinds of social organizations to play their function of connection and bond, provide diversified support and services, and create conditions and build platforms for life education in colleges and universities.

From the experience of the UK, the development of life education needs a long process. First of all, we should proceed from the actual situation of our own country and not copy it. Colleges and universities should establish the consciousness of long-term development of life education, bring life education into the scope of college curriculum construction, actively optimize the curriculum setting, and integrate life education into the whole process of students' study in school. At the same time, life education into different disciplines, so as to achieve a subtle effect of education. Secondly, innovate the teaching mode and enhance the appeal of life education. Life education should be people-oriented, combining life education with students' inner needs, so as to make life education a kind of education close to students, life and reality. Furthermore, a professional psychological counseling platform for life education should be established to integrate life education and mental health education. Finally, schools should try their best to provide necessary teaching facilities, teaching tools and teaching places for the development of life education, so as to provide a solid guarantee for the development of life education.

A survey on life education shows that 89.3% of college students have had extreme psychological experience, such as extreme disappointment, extreme anger, extreme loneliness, etc., but only 8% of them have sought help. It can be seen that strengthening life education is a systematic project, which needs to give play to the synergistic effect of various departments of colleges and universities. In particular, moral education teachers, psychological counseling teachers and counselors should become the navigator of life education for college students. Moral education teachers should make good use of ideological and political theory class, for example, the main position, adhere to the guidance of marxist ideology, with the socialist core values education as the breakthrough point, guides the student to set up the broad ideal, the right attitude towards life difficulties and setbacks, to improve the ability to adapt, to enhance the social sense of responsibility, set up the correct viewpoint and help students perfect personality, treat life, healthy growth, become self-reliant, independent, self-improvement, since the new new college students.

From the perspective of British teaching experience, life education should emphasize practicality. Due to the long-term influence of examination-oriented education, teaching activities in China often remain at the theoretical level, with relatively little exploration at the practical level. Therefore, in the process of developing life education, we must pay attention to the practical characteristics of life education, otherwise it will seriously affect the implementation effect of life education. College students are in the flourishing period of physiology, have strong plasticity in spirit, and have strong practical ability and innovation ability. Therefore, the university curriculum should focus on practice, so that students have the opportunity to grow their talents in practice, so as to better adapt to the society.

Colleges and universities should actively organize various social activities to provide a platform for students to participate in the practice, so that they can experience life, feel life and understand life in practice.

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