The Study On Life Significance Of Kindergarten Whole Class Teaching

This study calls on paying attention to children’s life in kindergarten whole class teaching activities. At the same time, trying to get a thorough understanding of the whole class teaching in kindergarten and find out its problems from the perspective of critical study. Therefore, it can provide beneficial theoretical support and practical guidance for the whole class teaching with life significance.The study thinks that the kindergarten whole class teaching with life significance refers to regard the whole class teaching as a live life phenomenon, paying attention to the children’s life experience during the teaching process, making them produce the feeling of the main body of life, the sense of worth, and the dignity. Based on this, this study considers that the characteristics of the whole class teaching with life significance are as follows: integrality, mobility,peculiarity and openness. Elaborating the life significance of the kindergarten whole class teaching respectively from its goals, contents and process. Firstly,the life significance of its goal is embodied in three aspects: one is that the teaching goal is changed from the focus on the result of teaching to the result of learning; the second is that the teaching aim at thechildren’s development as a whole person; the third is that the teaching goal meets the spiritual needs of children during the teaching process. Secondly, the life significance of its content is embodied in two aspects: one is that the teaching content comes from the children’s real life; the second is that the teaching content is what the children really cares about.Finally, the life significance of kindergarten whole class teaching process is reflected in two aspects: one is that the teaching process is uncertain; the second is that the organization and management of the teaching process is human.Thus, this study mainly used the spot observation to analyze and study the whole class teaching activities. The results of the study showed that there are the following problems. First of all, the problems of the lack of life significance in the goal of whole class teaching are as follows:its goal is so idealistic that ignores the living children;one-sided goal inhibits the children’s comprehensive development; the execution of its goal is mechanized that kills the children’s vitality. Secondly, the problems of the lack of life significance in the content of whole class teaching are as follows: its content stays away from children’s life; its content disregards the individual differences between children.Lastly, the problems of the lack of life significance in the process of whole class teaching are as follows: the highly structured teaching process hinders the flow of children’s life; the teaching process lacks of communication with children’s inner world; focus on teaching routine than children in the teaching process. On this basis, the study attempts to think deeply of the problems of whole class teaching from the following three aspects: derogation of life in cultural ideas,disregard for individual life value of the traditional ethics and the lack of humanistic care education.