感知幸福是一种能力。

当缺乏幸福感知力时，孩子可能会对自己正向的情绪和需求缺乏敏感度，过分在乎自己没有的东西，陷入消极思维模式，导致焦虑和担忧，对现状不满和抱怨，而忽视已经拥有的或可以感激的事物，对自己的能力和价值产生怀疑，甚至质疑自己能否获得幸福。

因此，培养幸福感知力对于孩子心理健康和未来生活质量非常重要。于是，幸福课程应运而生。

幸福课的理念来源于古希腊伟大先哲亚里士多德提出的“幸福（Eudaimonia）”理念。亚里士多德所说的“幸福”是指追求优秀卓越的生活，或尽其所能实现自身真实本性。

21世纪以来，面对快速、多变、复杂的现代社会，国际社会越来越关注儿童和青少年的心理健康，欧洲各国教育界逐步开设幸福课程，帮助学生理解幸福的含义，形成良好的社会情感能力，为今后高品质生活做好准备，对我国中小学幸福教育的开展和幸福课程的建设具有借鉴意义。

幸福课程教导学生实现健全的自我发展。这种自我发展包含了多方面多层次的概念，即在生活中树立明确的人生目标和远大的志向，并赋予其生命的意义，建立紧密的人际互动关系，面对逆境时百折不挠的勇气和力量。这与MIS引进世界先进的IB课程体系培养目标不谋而合——致力于培养探究者、知识渊博的人、思考者、交流者、有原则的人、胸襟开阔的人、富有同情心的人、敢于冒风险的人、全面发展的人、反思者。 

MIS注重为孩子未来而教育。在充分吸纳欧洲幸福课程建设经验后，这个夏天，MIS教学团队依据IB课程体系培养目标，以积极心理学为导向，按照学生不同年级和阶段的实际需求定制幸福课程。课程内容包含协调人际关系、解决社会问题、认识并发现自我价值、提升抗挫折能力、调节身心等多个维度技能的发展，注重学生的真实情境体验和反思。孩子们通过学习相应技能，确保身体健康，构建健康的人际关系，认认真真学习，开开心心玩耍，以实现的生活状态。

例如，从K至P1的摆碗筷，到P2的洗碗筷，到P3至P4做早餐，再到P5至M2做正餐；从K至P1整理收纳柜，到P2整理床铺，到P3至P4整理衣柜，再到P5至M2打扫自己房间；从K至P1倒垃圾，到P2包饺子，到P3至P4换被套，再到P5至M2参与社会公益……从简单行为挑战，到复杂事件实施，MIS倡导不同年级不同阶段不同程度事件体验，让孩子通过积极地应对挑战和困难，感受幸福构建的过程，增强学习力、自信力和胜任力，逐渐培养出更强的幸福感知力，从而提升生活质量和心理幸福感。

值得一提的是，MIS幸福课程不仅仅关注个人的幸福，也注重家庭的幸福，鼓励家长和孩子一起参与。在课程中，家长和孩子可以一起学习、讨论和实践幸福的方法和技巧，如共同参与垃圾分类、郊游、家庭购物、社会公益等等，培养家庭成员之间的合作意识和团队精神，增进彼此的了解和信任。

心动了吗？现在就行动起来，让孩子赶紧践行MIS幸福课程，提升他们的幸福感知力，为他们的未来奠定坚实的心理健康基础！

Perceiving happiness is an ability. 

When lacking the perceptiveness of happiness, children may lack sensitivity towards their positive emotions and needs, excessively focus on what they don't have, fall into negative thinking patterns, leading to anxiety and worry, dissatisfaction and complaints about their current situation, while neglecting what they already have or things to be grateful for. This may result in doubting their abilities and worth, or even questioning if they can attain happiness.

Therefore, cultivating the ability to perceive happiness is crucial for children's mental well-being and future quality of life. Consequently, the happiness curriculum emerged.

The concept of the happiness curriculum originates from the ancient Greek philosopher Aristotle's idea of "eudaimonia" or happiness. Aristotle's notion of "happiness" refers to the pursuit of an excellent and fulfilling life or the realization of one's true nature to the fullest extent possible. 

Since the 21st century, in the face of a fast-paced, ever-changing, and complex modern society, the international community has increasingly focused on the mental well-being of children and adolescents. European countries have gradually introduced happiness curriculum in education to help students understand the meaning of happiness, develop good social and emotional skills, and prepare for a high-quality life in the future. This provides a valuable reference for the promotion of happiness education and the development of happiness curricula in primary and secondary schools in our country.

The happiness curriculum teaches students to achieve holistic self-development. This self-development encompasses various aspects and levels of concepts, including setting clear life goals and aspirations, giving meaning to one's life, establishing strong interpersonal relationships, and having the courage and strength to persevere in the face of adversity. This aligns perfectly with the goals of introducing the world-class IB curriculum at MIS, which aims to cultivate inquirers, knowledgeable individuals, thinkers, communicators, principled individuals, open-minded individuals, empathetic individuals, risk-takers, well-rounded individuals, and reflective individuals. 

MIS focuses on educating children for their future. After fully incorporating the experience of European happiness curriculum development, this summer, the MIS teaching team has customized happiness courses based on the goals of the IB curriculum system and guided by positive psychology, according to the practical needs of students at different grades and stages. The curriculum includes developing skills in coordinating interpersonal relationships, solving social problems, recognizing and discovering self-worth, enhancing resilience, and regulating mind and body among various dimensions. The focus is on students' authentic contextual experiences and reflection. Through learning these skills, children ensure their physical health, build healthy interpersonal relationships, study diligently, and play joyfully, to achieve the best state of life.

For example, from Kindergarten to P1, children will set the tableware, from P2, they will wash the dishes, from P3 to P4, they will make breakfast, and from P5 to M2, they will prepare meals. They will also organize storage cabinets from Kindergarten to P1, tidy the beds from P2, organize the wardrobes from P3 to P4, and clean their rooms from P5 to M2. From throwing away garbage in Kindergarten to P1 to making dumplings in P2, changing bed sheets from P3 to P4, and participating in community service from P5 to M2... From simple behavioral challenges to complex event implementation, MIS advocates for students to experience different levels of events at different grades and stages, allowing them to actively face challenges and difficulties, experience the process of building happiness, enhance learning ability, self-confidence, and competency, gradually cultivating a stronger sense of happiness perception, thus improving the quality of life and psychological well-being.

It is worth mentioning that the MIS happiness course not only focuses on individual happiness but also emphasizes family happiness, encouraging parents and children to participate together. In the curriculum, parents and children can learn, discuss, and practice methods and techniques for happiness, such as participating in garbage classification, outings, family shopping, social welfare, etc., cultivating a sense of cooperation and team spirit among family members, and enhancing mutual understanding and trust. 

Are you excited? Take action now and let your child start practicing the MIS happiness course, enhancing their perception of happiness and laying a solid foundation for their future psychological well-being!