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近年来,“挫折教育”已在西方一些发达国家兴起盛行,其核心是培养学生一种内在的自信和乐观。他们认为:幸福既是一种外部的状态,也是一种内在的品质。幸福状态易得易失,而幸福的品质却十分稳定,这是一种感觉良好和产生乐观的素质。对挫折的良好心态是从不断受挫和解决困难中学来的。此其一。其二,“挫折教育”就是培养学生对受挫的恢复力,培养学生在“黑暗中看到光明”的自信心和技巧。即是说,“挫折教育”就是使学生不仅能从别人或外界的给予中得到幸福,而且能从内心深处激发一种自我寻找幸福的本能,这样在任何挫折面前才能泰然处之,永远保持乐观亢奋状态。
In recent years, “frustration education” has risen in some developed countries in the West. Its core is to cultivate students’ inner self-confidence and optimism. They believe that happiness is both an external state and an intrinsic quality. Happiness is easy to gain, but the quality of happiness is very stable. This is a feeling of good quality and optimism. The good attitude toward setbacks is secondary to constant frustration and difficulty in solving problems. This one. Second, “frustration education” is to cultivate students’ resilience to frustration and cultivate students’ self-confidence and skill in seeing the light in the dark. That is to say, “frustration education” is to enable students not only to obtain happiness from others or the outside world, but also to inspire an instinct to seek happiness from the depths of their hearts. In this way, they can be calm and ready to remain in the face of any setbacks. Optimistic and excited state.