The Study Of Planting Activities’ Influence On Cognition Process Of Plant Life Of Intermediate Children

In recent years, the threatening of the lives of children has become a social phenomenon. However youths’ weak sense of life and despising other lives, make the whole society focus on life education. Due to the highest plasticity of children on various aspects, the kindergarten period of life is the best for life education. With proper education, children can learn to love life, have respect for life, protect themselves and other people’s lives, protect the environment, love the nature.As an important field of life education, there is a urgent need of theory to support the life cognition during kindergarten life education. The research will integrate various of biological phenomena, and complement previous studies on life cognition of plant. Providing the blueprint of teaching methods when teachers conducting life cognition education.This research is based on one of the model kindergartens in Tianjin, and the children of two intermediate class randomly was selected for the study samples. The original class was randomly assigned to the experimental class and control class. Using a random sampling method, we drew24children from each class as subjects in this study. The materials of the research include intervention materials and pretest and posttest materials. Pretest and posttest materials have four dimensions (growth, reproduction, senility, death). We used images interviews to accomplish three task, which is children’s discernibility between plant and abiotic things, the causal explanation, the cognition of plant’s characteristics. Intervention is based on seven planting theme activities.The results show that:(1) Planting activities have a significant effect on improving the intermediate children’s cognition process of plant life;(2) Causal explanation of intermediate children is a difficult task;(3) Intermediate children’s cognition of plant life is still at a level which they cannot fully understood.