| Life is not only the logical starting point but also the ultimate goal and destination of education. Concerned about the existing situation of human life, caring the development of individual lives has been the value of the educational ideal. Life education is just an educational trend of caring individual lives. Since the 60's of the20th century, when life education had raised in the United States, life education is rapidly spread around the world increasingly and becomes an educational approach pursued by people. Taiwan, Hong Kong began to explore life education since the late 90's of the 20th century. Taiwan included the concept of life education into the schooling system of 16 years from primary school to secondary school, set up the Board of Life Education and determined the year of 2001 as"life education year". Life education in mainland of China is currently at the initial stage, mainly put forward with the life crises of adolescents and the suppression of human nature from the school education. With the efforts of some academics and increasingly serious psychological problems of adolescents, life education has aroused the concern of society, and gradually received government's support, and has set off a wave of enthusiasm to carry out life education in our country.Currently, the domestic study on life education mainly concerns the students of primary and secondary schools, colleges and universities, but less for the life education in childhood phase both in theoretical and practical levels. The childhood phase is a crucial period for the development of a person's life. The early childhood education is not only an important component of fundamental education, but also the foundation stage of lifelong education. It has great significance for the development of an individual to cultivate children of primary school to treasure life, and to respect for life's emotions, so that they form a positive view of life and life attitude. Therefore, this study hopes to raise the concern and attention for life education of adolescents through the research and exploration of childhood life education, and thinks about the strategies and methods of childhood life education, in order to benefit for the development of childhood life education. The study is divided into four parts:Partâ… , the introduction of life education and early childhood education. Firstly, it puts forward the views of the life education based on the existing analysis of all the scholars in life education, and discusses the meaning of life education; and then, explains the connotation of childhood life education and analyzes the significance of childhood life education.Partâ…¡, the possibility and feasibility of childhood life education. On the one hand, it explores the level of psychological development of young children, expounds the possibility of childhood life education from the theoretical point of view; on the other hand, it explores the daily life and the relations between the educational content of kindergarten and life education, analyzes the feasibility of childhood life education.Partâ…¢, difficulties and challenges of childhood life education. It mainly analyzes the negative impact of traditional culture on life education, obstruct of the utilitarianism of education to the development of life education, the shortcomings of methodology and epistemology about life education, as well as the negative impact of the media environment on children's understanding about life.Part IV, the strategies of the childhood life education. It puts forward some strategies and methods of childhood life education. We believe that we should first establish a correct view of life education, in order to implement childhood life education; secondly, explore the principles and methods of childhood life education, and provide a theoretical basis and reference for educational practice; then, cultivate teachers of life education; finally, create a harmonious life environment of home and community, and exerts the positive guiding role of the media. |
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