| 论悲剧的挫折教育意义 |
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| 引用本文： | 杨帆,张菊红.论悲剧的挫折教育意义[J].盐城师范学院学报,2010,30(3):121-124. |
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| 作者姓名： | 杨帆 张菊红 |
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| 作者单位： | 徐州师范大学,教育科学学院,江苏,徐州,221116 |
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| 基金项目： | 徐州师范大学校级课题 |
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| 摘 要： | 挫折教育因为在具体实施过程中缺少有效的训练模式,使得个体对现行的挫折教育多有抵触,悲剧审美通过纠正个体认知、疏泄负性情绪、锻炼意志品质三方面的影响,最终使个体的挫折承受力有所提高,又因其特有的审美化作用,使挫折教育成为美的甚至是愉悦的教育形式,而成为挫折教育有效的训练模式。
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| 关 键 词： | 挫折教育 悲剧 认知 情绪 意志 |
On Tragedy-Setback Education |
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| YANG Fan,ZHANG Ju-hong.On Tragedy-Setback Education[J].Journal of Yancheng Teachers College(Humanities & Social Sciences Edition),2010,30(3):121-124. |
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| Authors: | YANG Fan ZHANG Ju-hong |
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| Institution: | ( Xuzhou Normal University, Xuzhou , Jiangsu 221116, China) |
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| Abstract: | Setback education lacks effective training model in the actual implementation process, thereforethe individuals find it hard to understand and appreciate setback education. Tragedy-setback education could redress individual aesthetic perception, negative emotion and temper, and influence their will and mind in many areas. In the end, individuals not only ultimately could increase frustration tolerance, but also improve the unique aesthetic level in bringing joy out of frustration and setbacks. It is an effective mode of training setback education. |
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| Keywords: | setback education tragedy cognition emotions will |
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