Effect Of Life Education On The Ability Of Junior High School Students To Resist Frustration

Zhou Ji,the former Minister of education,stressed at the National Conference on school safety work that "life is not guaranteed,but how to educate!" Education must be people-oriented,must face life squarely.Therefore,the educator must pay attention to the youth's growth with the humanity idea.In addition to preaching,imparting knowledge and solving doubts,there is an urgent education theme-attention to life should be highly valued.To be exact,education of life is an important prerequisite for the healthy development of students,and the development of students is the first priority of teachers' work.Life education should become the main melody of school education.Purpose:Through the life education in schools,students' ability to resist setbacks has been significantly improved.This is to provide data on the relationship and impact of frustration,frustration attribution and frustration coping.In this way,the ability of students to withstand setbacks after education.Then push back on the impact of frustration,frustration attribution,and frustration coping changes on the ability to counter setbacks.The relationship between life education and the ability to resist setbacks was examined,and the relationship between the ability to resist setbacks and frustration,frustration attribution and frustration coping was discussed.These are the main research conclusions of this paper :(1)In general,After a year of life education,the ability of students to withstand setbacks has significantly improved.The control group was compared before and after measurement,There were significant differences in attributional style(positive,negative attribution)and problem coping styles.Students' frustration increased.This indicates that after a year of life education,there has been a significant change in frustration perception and resilience,as well as in the ability to attribution and cope with events.This directly confirms the effectiveness of education course adopted in this paper.(2)students' attribution,coping and frustration have no significant difference in gender(male,female).(3)In terms of grade,there was no significant difference in grade 7 between the control group and the experimental group.however,a year after the life of education,the data of eighth grade showed significant differences in all 8 dimensions.