The Research On Guiding And Nurturing The College Students’ Life Emotion

In the process of life-practical, life emotion can guide the access to moral cognition, control the formation of life behavior and strengthen the life consciousness. Under the current life education, although it always highlighes the fact that we should not only educate people by the means of reasoning things out, but also by the means of appealing to their emotions in order to move them to action. However, during the specific research and practice of the relationship between reason and emotion, the emphasis is often on how to explaining the reasons,ignoring the influence of emotion. As a result, the exsiting life education has an obvious tendency of rationality-only, which means it attaches importance to the indoctrination of rational principles but neglects the perceptual experience internalization. The inbalance of the real life education practice, frustrates the formation of undergraduates’proper life equalities.This paper’s discussion mainly involves the defect which lies in our currentmoral ducation that we often lay particular stresson moral cognition education while ignore the students’ affective tastes and moral affective instruction. The paper is devidedinto four parts.The first session is the introduction. It analyzes the theoretical and social significance of the life emotional education research and tries to explore the ideas and methods of university life emotional education on the basis of he interpretation of relevant concepts. The second session is the emotional alienation of life in college students and genetic Analysis. It aims to explore the deep-seated reasons for negative life emotions generated by college students by status quo for the life of emotional alienation of contemporary college students. The third session is the target of the Students’ Life of emotional education, content and principles of construction. Based on the life of emotional education goals, it puts forward four aspects of college life emotional education and the natural, permeability, personalized, experience principles we have to follow. The fourth session proposes and analyzes five ways that colleges and universities carry out the life of emotional education. One is the description of emotions through the sense; The second one is to nurture emotion by emotion; The third one is to cultivate emotion through the situation; The fourth one is to promote through practice; The last one is to influence emotion by aesthetics.