(1) Chen Heqin pointed out from the perspective of teleology that the purpose of life education is to be a person, a China person and a modern China person. First, have a strong body; Second, we must have the ability to build; Third, we must have creative ability; Fourth, we should have a cooperative attitude; Fifth, we must have a spirit of service. This shows that the teleology of Chen Heqin's life education not only reflects his patriotism, but also reflects his mind of seeing the world.
(2) From the perspective of curriculum theory, Chen Heqin pointed out: "Nature and society are living teaching materials." Chen Heqin believes that nature and society are living books and direct books, and we should learn from them.
(3) From the perspective of methodology, the basic principle of life education methodology is "learn by doing, learn by doing, and make progress by doing". Life education attaches importance to direct experience, emphasizes "doing" as the center, and advocates that all school activities should be done by children themselves. When you do it, you come into direct contact with things, you get direct experience, you know the difficulty of doing things, and you know the essence of things.
(4) In terms of teaching principles, Chen Heqin put forward 17 teaching principles of life education according to the guiding ideology of "concretization of psychology and popularization of teaching methods", which can be summarized as the principle of activity (doing), the principle of children's subjectivity, the principle of diversification of teaching methods, the principle of using life textbooks, the principle of positive encouragement and the principle of teaching democracy. Its basic spirit has been confirmed by the scientific research institute of contemporary psychology and pedagogy.
(5) From the perspective of discipline principles: Chen Heqin put forward 13 discipline principles: ① from childhood to adulthood; ② From the rule of man to the rule of law; ③ From the rule of law to psychology; ④ From opposition to unity; ⑤ From unconscious to conscious; ⑥ From passive to automatic; ⑦ From self to mutual assistance; 8 from recognition to action; Pet-name ruby from form to spirit; Participate in the transition from separation to unification; ? From alienation to communication; ? From negative to positive; ? From "empty talk" to "setting an example". These principles reveal the internal and external unity and mutual promotion of moral cognition, emotion and behavior, which are full of dialectics and conform to the basic laws of moral education.
It can be seen from the above that living education is a powerful criticism of feudal old education under the wave of the May 4th New Culture Movement, and it is also the embodiment of the spirit of the times under the birth of War of Resistance against Japanese Aggression bonfire. Life education is the absorption and re-creation of new education in Europe and America, and it is also the result of Chen Heqin's long-term educational practice and theoretical exploration. Although the theory of life education has its historical and field limitations, it is very suitable for preschool education.