Positive Psychology Applied among Schools in China

Xi Juzhe; Ye Yang; Zuo Zhihong; Peng Yanan

doi:10.16382/j.cnki.1000-5560.2019.06.014

Volume 37 Issue 6

Dec. 2019

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Xi Juzhe, Ye Yang, Zuo Zhihong, Peng Yanan. Positive Psychology Applied among Schools in China[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 149-159. doi: 10.16382/j.cnki.1000-5560.2019.06.014

Citation:

Xi Juzhe, Ye Yang, Zuo Zhihong, Peng Yanan. Positive Psychology Applied among Schools in China[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 149-159. doi: 10.16382/j.cnki.1000-5560.2019.06.014

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Positive Psychology Applied among Schools in China

doi: 10.16382/j.cnki.1000-5560.2019.06.014

1.
School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China
2.
Chow Yei Ching School of Graduate Studies, City University of Hong Kong, Hong Kong 999077, China
3.
Department of Preschool Education, Faculty of Education, East China Normal University, Shanghai 200062, China

Publish Date: 2019-11-20

Abstract

Abstract

Since the 21st century, the influence of positive psychology has been growing in western countries, as well as in China. There were not only targeted experiments such as PRP and the Strath Haven Positive Psychology Curriculum, but also structural applied programs such as GGS model in western countries. Positive psychology exerts effects on Chinese school education, but the links between theory and practice could be closer. Based on the fundamental theories of positive psychology, the authors conceived an implementation framework of positive psychology among schools in China. Firstly, the school practice of positive psychology has three points, i.e., to utilize the three pillars of positive psychology, to translate the theories into practice, and to adhere to the concept of people-oriented. Accordingly, four strategies could be put into practice, including improving students' well-being during study, promoting their intrinsic motivation of learning, fully developing positive education, and focusing on the positive development of teachers. Finally, four practical approaches should be followed, i.e., replacing the traditional fixed education with strength-focused education advocated by positive psychology and positive education, attaching more importance to students' social practice and physical exercise, fostering teachers' empathy, and constructing a positive environment of school management. The primary and critical purpose to apply positive psychology in schools is to forster an education ecosystem facilitating positive construction.
- positive psychology,
- positive education,
- positive emotion,
- positive personality,
- practical exploration,
- positive construction

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References(38)

References

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