(1) children's education and "life education" experiment;
China, the pioneer of modern preschool education theory and era, devoted his whole life to learning and introducing western educational ideas and methods from the national conditions of China, building modern children's education with national characteristics in China, and advocating "living education", which put forward valuable ideas for reforming traditional education.
19 19 began to teach pedagogy, psychology and children's psychology, and the next eight years were the period when he laid the foundation for his career and formed his educational thoughts.
In the meantime, he devoted himself to educational reform, translated western educational theories and methods, followed his eldest son, Chen Yiming, explored children's psychological development and educational laws through practical research and observation of experimental methods, and founded the first experimental kindergarten in China-Gulou Kindergarten.
China and scientific kindergarten experiments were carried out, and a systematic preschool education thought with national characteristics was formed.
65438-0940, Jiangxi conducted a "living education" experiment.
Life education magazine was founded in 194 1, which marked the formation of life education theory and the beginning of life education movement.
At the beginning of 1942, the nursery is attached to a primary school. 1943 In the spring, nurses were changed to National Naive Normal School, and a special subject was added. At this point, the "living education" experiment has formed a preschool education system including five parts: junior college, preschool, primary school, kindergarten and nursery.
) 2) the ideological system of "life education":
The theory of "life education" is a distinctive educational thought put forward by Chen Heqin on the basis of Tao Xingzhi's "life education" experiment and theory, which is mainly reflected in three goals. Be a man, be a China person and be a modern China person (teleology). Nature and society are living teaching materials (curriculum theory); Chinese education, junior high school, entrance requirements.
1) teleology of "living education"-"As a person, as a China person, as a modern China person".
"Man" is the purpose of "living education" in the most general sense, and it is the difference between man and animals. Living in a specific social and historical environment, people need to be "China people" and "China people", which embodies the national characteristics of "life education". Then, put forward "being a contemporary China person" to make the purpose of "living education" more concrete and concrete.
He put forward five requirements for "modern China people": having a sound body; Have the ability to build; Creative; Cooperate, sacrifice the ego, and be a national ego; Have the spirit of service, willing to benefit the society.
The teleology of education of contemporary China people reflects Chen Heqin's good wish to face the place where the Chinese nation lives and dies, and to cultivate the spirit of strengthening the body, becoming talented and contributing, defending the country and building a strong country through life education.
2) The curriculum theory of "living education"-"Nature and society are living textbooks" is the summary and expression of this.
"Life education courses are based on nature and society, allowing students to learn directly from nature and society.
The view of "book-centered" points directly to tradition.
The course of life education is essentially an activity course, and a new curriculum scheme of "five fingers activity" is put forward. That is, children's health activities, children's social activities, pediatric activities, children's art activities and children's literature activities.
This is to break the traditional educational concept of taking children as the learning subject, taking activities as the center and taking disciplines as the principle.
3) Methodology of "living education"-"teaching in middle school, seeking in middle school" is the methodology of "living education".
He believes that "doing is the basis of students' learning and the starting point of' living education' teaching theory", emphasizing children's dominant position in the learning process and the acquisition of direct experience in activities.
He also put forward four steps of "living education" teaching: experimental observation, thinking and reading, creative publication and critical discussion.
The four steps are the general steps in the teaching process, which embodies students' independent learning on the basis of "doing", rather than mechanical and fragmented.
The methodology of "living education" pays attention to children's dominant position in learning and gives full play to children's initiative, consciousness and enthusiasm, but its disadvantage is that it ignores the leading role of teachers in educational activities and the systematization of knowledge.
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