First, the significance and purpose of the study:

The meaning of "educational love": Educational love is a natural and universal love between teachers and children in kindergarten daily life, which is unconditional. At present, most preschool teachers are female teachers, so the love of education includes maternal love. The physical and mental characteristics of preschool children determine that children at this stage have great psychological needs of dependence and attachment to adults, so preschool teachers need to tolerate, understand and educate their children with their mothers' broad maternal love. The love of education comes from maternal love, but it is different from maternal love. It needs teachers' rational love, not doting. The love of education is a kind of non-utilitarian and unchangeable love.

Second, the significance of the study:

1. The importance of educational love to education, especially preschool education.

Education is rooted in love, and "educational love" is the soul of teachers' professional emotion. "Love of education" is the noblest emotion among human complex emotions. It is not a narrow emotion, nor is it a reflection of personal feelings. It transcends affection, friendship and even love. It is conscious, sincere, selfless, universal and lasting. It is rational and has the nature of pointing to the future. "Love of education" is the synthesis of these qualities. It embodies the lofty spirit of educators to education and students. Children are the hope of the future, especially in modern education. Under the background of paying more and more attention to early childhood education, "love of education" is even more important. If a teacher doesn't love education, then she won't love education, so she won't love children, so teachers and children can't be integrated and the purpose of educating children can't be achieved. Therefore, "love of education" is the foundation of the success of all educational activities. Students in pre-school education will face naive and lively children in the future. If preschool education students lack educational love, preschool teachers' professional growth will lose their souls, team building will lose their vitality, and educational reform will be impossible. This is related to the future of children and even to the future of the country. Therefore, the love of education is very important for education, especially preschool education.

2. There are still many problems in preschool teachers. Have a certain connection with the graduating class students.

At present, there are still some phenomena in kindergartens, such as "corporal punishment" of children, "spiritual punishment" and neglect of children's needs. Some cases have been reported, and some educational problems have also been exposed. For example, a 6-year-old child was cut off by the teacher because he didn't listen to the teacher. The teacher used corporal punishment to make students swallow flies. Such corporal punishment of students shows that they lack the concept of "educational love", or that some kindergarten teachers have distorted their understanding of "educational love". However, some teachers mistakenly think that they beat or punish students out of "love", that is, "love to hate", and it is really self-deception to find a high-sounding excuse for their wrong behavior. Only by seeing the existence and seriousness of the problem can we find the solutions and ways. Graduates majoring in preschool education are about to graduate, and then they will engage in preschool education-related work. Whether they can become a professional kindergarten teacher depends on whether they have the basic quality as a teacher: love! Therefore, it is of positive significance to study the educational love view of preschool education graduates.

3. Understand the current situation of the education love view of the graduating class of preschool education major, and provide reference for improving preschool education and cultivating students' professional emotion.

"Educational love" is an indispensable part of teachers' professional emotion. Today, with the professionalization of teachers, this problem cannot be ignored. The whole job of a teacher is to be a teacher, and students majoring in preschool education will shoulder the heavy responsibility of educating young children in the future. Only by shaping their own roles, establishing the cultivation of teachers' professional feelings and establishing a correct view of teachers can they understand their professional goals and locate their future careers. If a teacher lacks the love of education, then she can't really understand education and can't really love children. It is helpful for college teachers to influence and transmit their thoughts of "love of education" to students majoring in preschool education, or to set courses related to teachers' professional ethics construction and teachers' quality in the teaching plan of preschool education.

At present, there has been some research on the love of preschool teachers in China, but compared with foreign countries, we still have a lot of work to do.

20 13 annual industry research report industry research report 20 13 industry report the research on the educational love view of the graduating class of preschool education major can make up for this deficiency to some extent. Although "love of education" has been mentioned in the history of our country and discussed by Si Xia after liberation, it only stays on the summary of experience and has not been systematically studied. At present, many scholars have begun to pay attention to the problem of "love in education" and have done some research, but most of them still stay in experience and theory, failing to make systematic research in practice and theory. The research on the concept of "educational love" of the graduating class of preschool education majors adopts various means: interviews, questionnaires, literature review, etc. It can make up for this deficiency to some extent.

5. It provides a new perspective for educators, especially pre-school education graduates who are about to graduate and engage in early childhood education.

During the research, we will talk with the graduating students, including pre-school undergraduates, five-year graduates and graduates from higher vocational colleges, and send out questionnaires to ask them to fill in. This is also a way to let them know the importance of "educational love", and it will also let them look at teachers' professional feelings from a new perspective and get to know children from a new perspective.

Second, literature review:

1. Foreign Studies: quintilian has clearly recognized and emphasized the importance of educating love. He pointed out: "The most important thing is to establish close friendship between (students) and teachers, so that his teaching work is not out of completing tasks, but out of love for students."

Pestalozzi not only emphasizes the importance of love in education, but also sets an example in educational practice, which fully embodies the spirit of love in education. Artur? Brumel pointed out: "Pestalozzi exudes an indescribable love."

It is this "passionate love that touched everyone" that prompted him to rise up in adversity, persevere and overcome many difficulties in order to practice his educational philosophy. Quintilian and Pestalozzi only preliminarily expounded some thoughts of educational love, but did not systematically study them. A more comprehensive and in-depth study of educational love will be made by later scholars. Kesensteiner systematically studied some basic problems of educating love. First of all, he thinks that love and education are not contradictory, but necessary for education. Secondly, he believes that love is the most basic quality of teachers. He pointed out: "Anyone who can't live to love others can't be a real educator at all."

Thirdly, he regards the love of education as a certain feature. This has great enlightenment and reference significance for us to accurately grasp the connotation of educational love. Finally, he touched on the essence of love in education. While he regards the love of education as an emotion, he is also aware of a potential danger contained in this concept, that is, there may be a phenomenon of "doing bad things with good intentions" or "toxic education". While emphasizing that educators must have "pure love for shaping people with personality", he also emphasized that educators must "successfully practice this love". Kesensteiner's research on educational love, especially his touch on the essence of educational love, has influenced the research of contemporary and later scholars. After in-depth research, these scholars finally revealed the essence of educational love. Spange clearly realized and revealed the essence of love in education. Spange is the most advocator of the love of education, and has made a comprehensive and in-depth study of the love of education. First of all, he emphasized the importance of educational love as the "root" of education, and he believed that "the greatest strength of mankind is love".

Secondly, he believes that the essence of educational love is the possibility for teachers to help students realize their values, that is, to help students become themselves. Finally, he discusses the characteristics of educational love. He believes that educational love has two characteristics, namely, negative aspects and positive aspects: "① negative aspects: working without love." ② Positive aspects: It is not to promote the individual value tendency of others, but to develop the overall value ability of others' minds, so as to develop all his value tendencies. "

⑤ Spange has made great contributions to the further deepening and development of educational love research. The discussion on the essence of educational love has greatly deepened people's understanding of educational love and promoted the further deepening and development of ideological research on educational love. Goldstein systematically discussed some basic problems of educational love from the practical level. First of all, she analyzed the reasons why the research on educational love is so poor.

1. People think that educational love is too obvious to be studied.

People think that educational love is too complicated to study.

This has its historical origin. As early as the early 20th century, children's teachers longed to be regarded as experts. Although care and love are good, they are not as impressive as scientific knowledge. Therefore, the study of "love" has been ignored. Secondly, she attaches great importance to the education of love. She used the word "triangular theory of love".

⑥ Based on the analysis of the basic elements of educational love, namely intimacy and enthusiasm. When these three elements are all available, love at this time is a kind of "perfect love" (in Robert Jeffrey Sternberg). Goldstein analyzed the role of love in education and the basic elements of educational love through specific experiments and his own educational practice. It makes up for the deficiency of practical research, and her research also provides us with very valuable research materials and viewpoints.

Second, domestic research:

Our country has always advocated respecting teachers and loving children. However, the research on educational love in the past few years can be said to be lacking. Although as early as the Spring and Autumn Period and the Warring States Period, Confucius had realized the importance of love in education and proposed that education should "teach students in accordance with their aptitude", but it failed to attract educators' attention to educational love. After liberation, Si Xia summed up his own educational experience and made a preliminary exploration of educational love. She pointed out: "To love education, we must love students. This is the premise for us to do a good job in education and our sacred duty as teachers. Only by loving students can we generate great power from the heart ... "⑦ She also believes that the love of education is reflected in teachers' daily life. Si Xia's exploration of the love of education mainly stays in the generalization and summary of experience. Educational love has not been deeply discussed in theory, nor has it been studied in practice. This is related to the background of her time. Her "maternal education" was valuable, but it was criticized at that time. At present, more and more scholars and educators pay attention to the love of education. It shows that people have begun to pay attention to the importance of educational love in education. Some people have also discussed this aspect, but so far, there is no comprehensive and systematic research on educational love in China. Deng Shiyan, a scholar in Taiwan Province, systematically studied some basic problems of educational love. First of all, he emphasized the importance of love education. He put forward: "love is fertile ground for the growth of human spirit ... in families and schools, love is almost all the teaching materials of education." With love, no matter how difficult the environment is, children will still grow up healthily; Without love, even in the case of wealth, the young mind will inevitably wither. So I said that love is the power of education ... "Next, he thought that the essence of educational love is to help children truly become themselves. He put forward: "It is the most important duty of teachers to help students develop into themselves according to their own roots ... Teachers' love is manifested in knowing heroes, seeing the characteristics of each child, and inspiring, teaching and training them ... Third, he believes that the love of education is unconditional. He said: "Love is an ability to help students grow. It is characterized by giving, so love is unconditional. " "When a teacher's heart has conditions, it is difficult to show capable or inspiring love." Attending Deng Shiyan mainly discussed the connotation of educational love from the perspective of activities. His research is very valuable, which helps us to grasp the connotation of educational love comprehensively and deeply.

(3) Summary: Through the literature review of the main research on educational love thought at home and abroad, we can easily find that: firstly, people's understanding and research on educational love are gradually deepening and developing. Secondly, people's research on educational love has gone through the process from theory to practice. Thirdly, people's understanding and research on educational love is limited, that is, limited by their understanding of love. Finally, there is still a big gap between us and foreign countries in the study of educational love. Our country lacks systematic research, but foreign countries have a great influence on us.

Third, research methods:

1. Interview: Through face-to-face conversation with the graduating class of preschool education, we can understand their current situation of educational love. 2. Questionnaire survey: I designed my own questionnaire and conducted a questionnaire survey on the students majoring in preschool education who are about to graduate, so as to understand their views on educational love. 3. Literature method: refer to relevant literature at home and abroad.

Fourth, the schedule:

1, June 27, 2005-September 2005: topic selection for graduation thesis; 2. September 2005-June 2005 5438+February 20, 2005: Completed the opening report of graduation thesis; 3. From the end of February 2005 to the end of March 2006, I wrote my graduation thesis.

Five, the paper framework:

Chapter 1: The meaning of love in education and its importance to preschool education. Chapter two: The lack of preschool teachers' "educational love" in current preschool education. Chapter III: Analysis of the current situation of the educational love view of the fresh graduates majoring in preschool education. Chapter four: How to cultivate the teachers' morality of preschool education students (especially "educational love").

References for intransitive verbs:

[1], by quintilian [in ancient Rome], translated by Ren: Selected Works of Education in quintilian, (Beijing) People's Education Publishing House 1989.

[2], edited by Abumel, translated by Yin Dexin, revised by Du Wentang: Selected Works of Pestalozzi (Volume I), (Beijing) Education Science Press, 1994, p. 2; Page 67.

[3], [Germany] George? Kassem Steiner, translated by Zheng Huiqing: Selected Works of Kassem Steiner's Educational Thoughts, (Beijing) People's Education Press, 1993, p. 135.

[4] Edward Sprenger, Cha Daishan, translated by Yu Wentang, editor-in-chief: The Human Condition, (Taiwan) Lianjing Publishing Company, 72 years, the first 1 1 page.

[5], [Taiwan] Wang Wenjun: "Humanism and Education", (Taiwan) Wu Nan Book Publishing Company, No.72, p. 335.