At present, there is a lack of life education in kindergarten social education, mainly because educators ignore the life, experience and development of children's life. Kindergarten social field education under the concept of life education should pay attention to children and their life development in the process of life development, aiming at educators' understanding of the nature of life, aiming at comprehensively improving the quality of children's life, actively establishing the concept of life consciousness, giving full play to the characteristics of kindergarten social field education under the concept of life education, and promoting the development of children's social ability based on points.

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Kindergarten life education social field Kindergarten social field education is an educational process that takes children's social life events and their related humanistic and social knowledge environment as the basic content, serves children's complete life development as the purpose, takes the positive value of society and human civilization as the guidance, respects children's life and interests, follows the law of children's social development, cultivates children's social feelings, attitudes, values and behavioral qualities, promotes children's social communication ability, and guides children to explore life and life meaning in life. Scientific social education in kindergartens should be the premise and guarantee to improve children's quality of life and meaning of life. However, the current social education in kindergartens still pays attention to children's understanding of the internal attributes and laws of the external world, still pays attention to children's basic knowledge and skills, ignores children's subjectivity, and cares about children's internal needs and life, which makes the social education in kindergartens deviate from its true meaning. Therefore, guided by the concept of life education, taking educators as the object, based on understanding the essence of life and aiming at improving the quality of children's life in an all-round way, this paper actively establishes life consciousness, gives full play to the characteristics of kindergarten social education under the concept of life education, and carries out the practice and exploration of kindergarten social education under the concept of life education to promote the healthy development of children's sociality.

First, the lack of life education in kindergarten social education

Life education is different from "life education" in kindergarten social courses, and its meaning is wider. It is a new understanding and definition of the essence of education based on life. Life education not only pays attention to life itself, but also pays attention to the cultivation of individual viability and the promotion of life value. The essence of implementing social field curriculum in kindergartens under the concept of life education is to ask educators to pay attention to children's real life, guide children to discover the meaning of life, experience the value of life and improve the quality of life. This process is not only a process for educators to pursue the origin of education, but also a process of innovation, which makes the social field education in kindergartens glow with brilliant vitality. Based on the concept of life education, educators should pay full attention to children's living conditions, and help them construct life experiences and improve their quality of life by creating educational activities and environments. However, there is no lack of life education in the current social education in kindergartens:

(A) kindergarten education deviates from the social field of real life

Life is education, and education is the present. Children live in life, grow in life, and enjoy life in life. Kindergarten social education should be based on real life, and education should pay more attention to the present, and carry out education on the day they are most familiar and true. However, in practice, many educators pay more attention to the organization of formal activities than to the guidance in real life. For example, when teachers carry out the theme of "after illness", they only pay attention to a few formal activities, and seriously organize formal activities such as "My friend is ill", but they ignore how to guide children to pay attention to their friends' illness, what attitudes and behaviors their peers should hold, and how to learn to care for others. In daily life, teachers don't always guide children to pay attention to the events around them, so cultivating children's sociality is just a castle in the air. Dewey once put forward that "the school should present the present life". Children's learning should be a part of real life, leading children to explore life and explore the true meaning of life, rather than mechanical preparation for future preset life.

(2) The traditional social education model that ignores life experience.

There are many methods of social education, such as role-playing, investigation, explanation, conversation, discussion, observation, empathy training and practice. However, in the teaching in the real social field, teachers mostly focus on language teaching methods, that is, "cramming" empty talk teaching. Some teaching methods suitable for visiting can make children get a direct experience of social environment and social culture, and will make children immersive. The content of deepening learning and understanding will naturally be changed to showing pictures or language teaching. The reason is that many kindergartens, worried about the safety of their children going out, will change teaching activities suitable for visiting or change educational models because they choke on food, and naturally lack understanding of life in real situations. For another example, in the face of children's "conflicts", many teachers hold a didactic attitude and teach children how to be modest and so on. Instead of putting children in "conflict situations", let children have a personal understanding and learn to solve conflicts. Because, in such a realistic situation, children have to solve not only the problem of communicating with others, but also a good opportunity to cultivate a variety of comprehensive qualities including emotion, attitude and personality. The cultivation of social field includes four aspects: knowledge, emotion, will and action. In the current education, too much attention is paid to the education of knowledge, while the real life experience is neglected.

(C) ignoring the life-generative nature of social curriculum in kindergartens

A set of scientific kindergarten teaching materials determines the quality of curriculum teaching and is the guidance of curriculum ideas and goals. The concept it holds directly affects teachers' concept of curriculum practice, because what kind of curriculum concept has what kind of curriculum objectives, what kind of curriculum content and corresponding curriculum design. The kindergarten where the author works has used different texts of social courses, and some versions of the textbooks are very specific in presupposition, even including a teacher's action and an expression, which are too preset and lack the space for teachers and students to generate. Secondly, in practice, teachers pay less attention to children's characteristics and interests, ignoring children's subjectivity, which can be said to be a disregard for children's individual lives. Even though many topics worth studying are generated from children in activities, teachers usually ignore them and turn a blind eye. They just want to "pull back" the topic of teaching and blindly follow the book, which leads to the loss of many generating points and growing points in the course content. It can't satisfy children's desire to learn spontaneously, and more seriously, it obliterates children's curiosity and ignores the generative nature of life.

Second, re-examine the kindergarten social education under the concept of life education.

Based on life, life education is a challenge to the concept and behavior of sacrificing the present and ignoring individual life for the sake of "the future", and it is also a call for realistic education to ignore life. Life education believes that education should follow the characteristics of life, embody the subjectivity of life in the process of education, give individual autonomy and initiative in life development, constantly create conditions for the growth of life, promote the perfection of life and enhance the value of life. Introducing this theory into the field of kindergarten social education is to highlight the main position of children in education and teaching, and to highlight and enhance the life significance of kindergarten social education. Kindergarten social education under the concept of life education should embody the following characteristics:

life

Life is the basic existence state of human life, and the meaning of life is embodied in life. Life is the starting point and destination of education. Life education pays attention to life and returns to children's life world, which is the call of education for life. Social education in kindergartens makes full use of real life and all available opportunities in life events and activities to let children know, practice and feel, so that social education in kindergartens can really enter the real life world of children and take care of their cognition and understanding from the perspective of caring for children in the real life world. Only this kind of social education combined with real life can really achieve results and have real vitality and value significance. Therefore, life is the most suitable learning resource and background for children, and it is also the most effective way and way to learn. (2) Subjectivity

Subjectivity is the basic feature of life education. Social education in kindergarten is closely connected with children's life world, and it is a dynamic education system with children as the main body, which is closely related to children's life. If we lose our concern for children and separate education from reality, then education is meaningless. In fact, in the sense of life education, kindergarten social education is the educational field that can best realize children's development, improve their emotional and moral sentiments, improve their personality and enhance the meaning of life. Therefore, in practice, educators should pay attention to children's individual differences, start from children's personality characteristics, cultivate their social cognition, social emotion and social behavior, and truly reflect the subjectivity of education.

(3) Experience

Experience is the most authentic way for children to feel the existence of life. Life education is essentially an emotional education, and the key to emotional education lies in experience. Social field education in kindergarten is a vivid life experience process, which is not a simple process of education and children, but a process of giving and receiving cognitive and skill components, but a process of constructing cognition and developing emotion through the interaction between children and their social environment. Therefore, educators should pay attention to children's personal experiences, such as experiencing happiness and sadness, cooperation and competition, success and failure, good and evil, beauty and ugliness, so as to realize the significance of life value.

develop

Education is facing a dynamic and constantly newer world. Early childhood education is the foundation of lifelong education. Kindergarten curriculum should not only focus on children's real life, but also prepare for their future life. Kindergarten social education is not only a process of social cognition, but also a development process related to children's social emotion and social behavior, and it is also a process of continuously enriching and filling the life that promotes the growth and development of a complete person. In practice, the focus of educators should be raised from the knowledge level to the life level, and children should be educated in a holistic, long-term and creative way, so that children can be exposed to natural and social situations, and their self-acceptance, care, love and awe of nature and recognition and concern for society can lay a good foundation for their development.

Third, the implementation points of social education in kindergartens under the concept of life education

Life education is a core concept of modern philosophy, which represents a world view of life, embodies a positive view of life thinking and highlights a concept of returning to the origin of education. The theory of life education pays attention to the position and function of people in life, and advocates that people's activities are regarded as an integral part of life, with the ultimate goal of individual happy life and individual development. The implementation points of social education in kindergartens are nothing more than the following two aspects:

(A) people-oriented, return to the source of education

"People-oriented" has become the concept and goal pursued by educators. Life education should be an activity based on children's life. In the process of education, we should reflect children's subjectivity, give individual life development autonomy and initiative, and provide enough space for children's development. Education is faced with a living individual with subjectivity and difference, a living person with life ideals and pursuits. Life education is "human" education first. In the process of education, people must be regarded as "people", that is, according to the characteristics of life, we should respect the internal logic and laws of life development, create education suitable for life development, and establish a holistic view of life. On the one hand, we should conform to the law of physical and mental development of children's age and promote the development and growth of children's lives by scientific methods; On the other hand, we should attach importance to children's hobbies, interests, motives, attitudes and other non-intellectual personality factors, stimulate the agility of life according to the characteristics of life, and publicize the personality of life. Therefore, the kindergarten social field curriculum under the concept of life education is devoted to paying more attention to children's autonomy and creativity, the interaction between children and themselves, children and others, children and the surrounding world, and children's independent activities and exploration activities. Leave more space and time for children when exploring, so that children can have the process of interaction, thinking and doubt.

(2) Return to the real world with life as the source.

Life is education. Social education in kindergartens under the concept of life education is based on real life, and life is the foundation, condition and source of value of teaching content. The teaching content is close to life, which is conducive to the establishment of people's ontology consciousness and life consciousness, and to the cultivation of children's sense of social responsibility and comprehensive social practice ability. On the one hand, kindergarten social education under the concept of life education advocates returning to life, allowing children to learn and grow in life and "experience" the original intention of education in real life environment. For example, the content of "making friends" in the middle class is to let children learn how to communicate with their peers through concrete and real situations, so as to master the necessary communication skills and methods and experience the happy emotions generated by communicating with others. In practice, teachers should always establish the concept that all activities in a day are courses, let children learn and understand with current education, and let children listen to the voice of life jointing. On the other hand, kindergarten social education under the concept of life education is not limited to children's lives, but transcends life and extends the focus to children and parents, children and environment, children and professional life. For example, in corner activities, we set up doll houses, hospitals, supermarkets, banks and so on. According to the characteristics and requirements of age groups, many rules of social life are incorporated into the game, so that children can "experience" in these scenes simulating the life world, thus improving their cognitive level and developing sociality. Returning to the life world is actually to look at children and their world from a generative and developmental perspective, and to regard children's life and growth as a process of constantly creating their own interesting lives.

Social education in kindergartens must return to the origin and life, pay attention to every life and individual in kindergartens, change the contents and methods of education and teaching, change the concept of curriculum, shift from the presupposition of curriculum content to the generation of curriculum content, and shift from single cognition to multi-experience teaching; From paying attention to formal activities to daily life, it promotes the development of children's social ability.

References:

[1] Yue Yajun. The ideological origin of preschool education. Early childhood education, 2006.

[2] Feng Jianjun. Pay attention to life and promote the harmonious development of life —— The core idea of the Guiding Outline of Kindergarten Education (Trial). Research on education in 2003.

[3] Niu Zan. Study on physical activities in life kindergarten and its implementation. Master's thesis.

[4] Dan Yu. Study on Social Curriculum in Kindergarten from the Perspective of Life World. Master thesis.

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