Life education theory is the main line and important cornerstone of Tao Xingzhi's educational thought. Tao Xingzhi's educational theory mainly includes three aspects: life is education, society is school, and teaching and learning are integrated. We advocate that education should be linked with real life, oppose hard study, and pay attention to cultivating children's creativity and independent working ability.

Later, the characteristics of life education are summarized as vitality, action, mass, progress, cosmopolitanism and historical connection, which is an education for mass liberation and national liberation.

Its theoretical courses:

1. Understanding of life education theory.

"Life education" is the core of China modern outstanding people educator Mr. Tao Xingzhi's educational thought. Its connotation is: "From the definition, life education is to educate life, to educate with life, and to educate for the needs of life.

Judging from the relationship between life and education, it is life that determines education. As far as effectiveness is concerned, education can only become real education through life. Specifically, it includes three propositions: life is education, society is school and teaching integration.

The theory of life education reflects Mr. Tao Xingzhi's thoughts on the aims, contents and methods of education, as well as his efforts to explore educational theories suitable for China's national conditions and the needs of the times.

2. Understanding of science curriculum.

Science education should pay attention to primary school students' innate interests and needs to explore the world around them, emphasize learning science in a way that conforms to primary school students' age characteristics, and advocate that science courses should be close to primary school students' lives. This is the trend of science curriculum reform in all countries of the world.

Therefore, the new curriculum standard clearly puts forward that scientific learning should focus on inquiry, internalize and form scientific inquiry ability on the basis of perception and experience through hands-on thinking and personal practice. The most basic feature of science curriculum is to start learning activities from natural things around children, thus forming attitudes, skills and knowledge about nature.