Children's life is the cornerstone of early childhood education, and early childhood education should have a distinct life. Children's life education should be the ideological origin of early childhood education. Based on the connotation of life education, this paper analyzes the content of children's life education activities, and focuses on the ways to realize children's life education activities.
Keywords: kindergarten life education activities
The goal of kindergarten education must be children-oriented, and education should start from the needs of children's healthy growth, so as to lay the foundation for children's lifelong development. However, in recent years, many kindergartens in China have suffered accidental injuries and deaths of children, and tragedies have repeatedly sounded the alarm of "life education" for parents and kindergartens. In this context, it is particularly urgent and meaningful to advocate children's life education, create a harmonious and vivid environmental atmosphere, and carry out children's life education activities with garden-based characteristics.
First, the connotation of life education
The so-called life education is a kind of emotional wisdom education, which enables the educated to feel the beauty, magic and wisdom of life, experience the beauty of life, respect and care for life, form self-confidence and indomitable courage in life, cultivate positive emotions, understand the value and significance of life, and lay a lifelong foundation for a meaningful life in the future.
In the category of early childhood education, early childhood life education means starting from the exploration of the nature of life, making children know and respect life, affirming self-worth, cultivating a grateful heart, bravely facing challenges, and striving to care for themselves, others and the world. First of all, children's life education should regard children as the main body of life development, follow the inherent essence of children's physical and mental development, and cherish children's natural initiative. Secondly, children's life education should meet the needs of children's growth. Teaching should not be satisfied with teaching children, but should carefully provide a "prepared environment", fully respect children's instinctive needs for growth, and give full play to children's freedom of activities and autonomy in learning. Third, children's life education is not the accumulation of knowledge, but an internal motivation of "awakening" to awaken children's self-development. Teachers should stimulate the innate nature of individuals, give them more time and space of their own, make their lives more independent, let them freely show their vitality in education, and develop harmoniously, vividly, comprehensively and independently under the guidance of teachers.
Second, the implementation of kindergarten life education activities
1. Help children understand life, discover life and get close to nature. Nature breeds life, and nature is the best teacher of life education. Lead children into nature and get close to nature in scientific activities. Through direct contact and exploration with the surrounding environment, animals and plants and nature, children will gradually discover and feel the wonder and beauty of nature. Of course, children must fully understand life, understand life, and realize the difficulty of life in nature in order to realize the preciousness of life. For example, Seed Germination Experiment and Silkworm Life are living teaching materials for life education.
2. Guide children to love life, appreciate life and be kind to animals and plants. There are many kinds, shapes and colors of creatures in nature. Through the study of the unity of biological structure and function and the adaptability of biology to the environment, children can feel the beauty of harmony between biology and biology and nature, and finally let them feel or experience the beauty of life, so as to appreciate life. Life is not only universal, but also full of uniqueness and difference, which makes children realize the existence value of every life in nature, and then helps them to know themselves, guide them to appreciate their uniqueness, discover their potential and give full play to the role of life.
Children should cherish and respect life and live in harmony with nature. The ultimate goal of life education is to "cherish life". To really put it into action, we should start from caring for life in daily life, educate children not to climb flowers and trees, trample on grass, dig nests, bully small animals, gluttony rare animals and plants, and waste experimental materials on animals and plants, so that they can develop the habit of caring for life. Let children respect the diversity of life and the regularity of nature, and let human beings have the opportunity to get close to nature, discover life, appreciate nature and live in harmony with nature, thus maintaining a sustainable and balanced natural ecology.
Third, implement life education activities in kindergartens.
1, collect teaching materials about life education in preschool teaching activities. According to children's age characteristics, we should formulate and decompose them step by step, establish high, medium and low-level goals, activity goals and short-term goals, and form a step-by-step implementation plan from low to high, from generalization to concrete. Collect and compile excellent materials and teaching materials. The main contents of the textbook include the following aspects:
(1) Life course teaching materials. The love of life first comes from the understanding of the course of life. Only when children realize that life is hard to come by will they know how to cherish life. Therefore, children can watch educational films related to Life Course, read related materials such as Seed Germination, or visit their mothers to tell their birth experiences, and show events and unexpected materials that may endanger life safety in the whole life process, so that children can truly understand the preciousness of life and establish a strong sense of life protection.
(2) Teaching materials for safety education and survival education in danger. Children are inexperienced, often helpless in danger and have poor viability. There are many profound lessons in this respect. Therefore, it is necessary to carry out corresponding training according to the age characteristics of children and take corresponding measures in cases of fire, flood, gas leakage and food poisoning. To prevent accidental injury to children's lives. Optional activities include: various signs, everyone obeying traffic rules, how to treat strangers, self-help, lightning protection, danger everywhere, etc.
(3) textbooks that live in harmony with nature and protect the environment. All species on the earth are not isolated, but coordinated and balanced with each other, forming such a colorful nature today. Once the ecological balance is destroyed, it will affect the living environment of mankind. Using the contents of environmental protection textbooks, let children know that every kind of animals and plants needs a certain ecological environment, and protecting the ecological environment means protecting the living environment of human beings. You can carry out the following activities: protecting birds, sick water dolls, how much do you know about environmental protection signs, I am a little environmental guardian and so on.
2. Carry out various preset theme activities. Carry out life education through various preset theme activities, and pay attention to the factors that integrate life education into scientific activities in one day's activities, so as to continuously expand, extend and deepen the theme activities.
(1) Carry out various and vivid simulation activities. For example, by visiting the hospital, children can feel the pain of patients, have a preliminary understanding of the joy and pain of life, cultivate their compassion and love, and let them understand and respect life. By simulating social life and learning to abide by social morality, it can promote the development of communication ability, enhance self-confidence, let children have a happy emotional experience and lay a solid foundation for their happy growth in the future.
(2) Carry out a variety of children's independent inquiry activities. When children are interested in natural creatures, they can be given the opportunity to open a "natural corner" in the classroom or garden for planting and feeding. Children are usually asked to feed, change water and clean the small animals in the natural corner, weed, water, catch insects, loosen soil and fertilize the plants in the botanical garden, and encourage children to observe carefully. Teachers will guide them, let them record what they see and feel, share them together, perceive the life of animals and plants through experience activities, and let them know the birth, growth, illness, aging and death of life.
3, create the corresponding material environment:
(1) Establish and improve infant safety rules and regulations, teachers' safety responsibilities and work norms, and insist on inspecting kindergarten buildings, water and electricity, large toys, sports grounds and sports equipment. Eliminate potential safety hazards in time every month.
(2) Create a biological perspective to provide children with material conditions for exploration, so that children can establish correct life values on the basis of understanding the inevitability, contingency and invincibility of life.
(3) It is an effective way to cultivate and improve the safety awareness and ability of children, teachers and parents to regularly carry out illustrated life knowledge propaganda in the activity room.
4. Make full use of parents' resources to improve parents' awareness and ability of life education. Parents are children's first teachers, and their attitude towards life directly affects the formation of children's ability. In addition, the degree of civilization of social environment and the strength of social moral norms are also factors that form children's life consciousness. This requires parents to improve their own quality, form a good sense of life and set a good example for their children. Guide parents to strengthen life education in daily scientific activities, realize the sharing of educational resources and smooth two-way communication channels at home, so as to provide a good family education environment for children's life education.
Early childhood education should face up to children's life, care for children's life, respect children's life, understand children's life, and take children's life as the foundation of educational activities. Introduce the problem of human life into the early childhood education system, and internalize the content of life into the ontology of early childhood education. And in the subtle infiltration, it is integrated into an organic part of children's lives.
Today, I was in the game time of "Mommy". Tribal Tiger jumped into the "Museum" and Mao Mao assigned him a role. At the beginning of the game, Mao Mao found some chairs to put together, let HuHu sleep on them, and always took care of HuHu: "Don't get up! Freeze! " Soon, I heard Mao Mao shout, "The museum is open! The museum is open! " The mother of the doll family came to visit the "museum" with her child in her arms. When she saw Tiger Tiger lying motionless on the chair, she was puzzled and asked, "Why is he lying here?" How can anyone sleep in a museum? " Mao Mao grabbed the doll's mother and said seriously, "I'll tell you later. Now you should follow me! I am a tour guide! "
Then, Mao Mao pointed to the "exhibits" on the table with a small stick and introduced them to the doll's mother: "This is ancient clothes, this is ancient chopsticks, and this is ancient scissors ..." Tiger Tiger lay there, always listening to Mao Mao's introduction, and occasionally turned to look at those "exhibits" with his eyes half open.
Finally, Mao Mao brought the doll's mother to Tiger Tiger, pointed to Tiger lying on the chair and said, "Dear tourists, this is a mummy!" It turns out that the role that Mao Mao arranged for Tiger Tiger is the mummy in the museum! The doll's mother smiled when she heard the mummy's words. Her laughter made the lying tiger uncomfortable. She also reached out to touch Tiger Tiger's face, and Tiger Tiger couldn't help but open her eyes. This time, Mao Mao was so anxious that he shouted, "Close your eyes, close your eyes!" Huhu had to close his eyes, and Mao Mao began his introduction: "This is the greatest treasure of our museum. We dug it out of the ground! That was an old man hundreds of years ago ... "Just speaking of this, the tribal tiger was anxious and corrected loudly:" I am not an old man, I am a child! "" "
"Shut up, shut up! How can a mummy talk? " Mao Mao quickly stopped tiger tiger. Tiger tiger fell silent, and he realized that he had forgotten to mummy. At this time, the mother of the doll family suddenly covered her head with her hands, made a frightened look and shouted, "The mummy is alive! The mummy is alive, "and rushed out of the museum. Suddenly, there were many people around the entrance of the museum. "Well, well, the museum is closed. Come back tomorrow. " Mao Mao said to the onlookers. Turning around, he told Huhu seriously, "Tomorrow, when you play mother, you must never speak.". You should lie there like a piece of wood. "
I don't know if the tribal tiger listened to the rules formulated by Mao Mao, but only listened to his self-nagging: "I am a child, I am not a grandfather!" Mao Mao was so helpless that he shouted at the tribal tiger, "Oh, dear! You are the mummy who plays grandpa! Do you understand? " At this point, Tiger Tiger seems to suddenly begin to understand and nod with a smile.
I am amazed at the creativity of children's games, and even more surprised that HuHu is willing to play the mummy in the game! Are children happy in the game? Afterwards, I consciously came to the two boys and asked them how they felt about the game. "Mao Mao, what do you think of mummies?" "Because there are mummies in the museum, I have seen them!" "Why do people play with mummies?" "Convenient!" His planning intention is clearly expressed in three words. I asked the tribal tiger again, "Are you uncomfortable lying there?" Tiger tiger shook his head desperately. "Will you fall asleep lying there?" I asked. "I lay there not asleep, I'm listening to Mao Mao, listen to what he said right. I'll go and see where they explained it ... "Huhu described in detail what he thought and did when he was dressed as a mummy.
Summary:
I sincerely feel the charm of the game. It is a painful process for any child, especially boys, to lie down and not move casually. But because of the role consciousness of dressing as a mummy and the role cognition of "mummy can't move", HuHu did it. He tried to restrain himself, challenge himself and experience the fun of the game. To this end, we should support more such independent games, so that children can experience happiness and development in the games.