Kindergarten Life Concern Instruction Theory

Nowadays, life concern has been becoming a pursuit of social value. Human beings themselves have come to be the interested research subjects. It is the main thought for people to concern about human beings themselves and individual life value and promoting life of self creation, which shows the spirit of humanism, underlines the rational concern about humen being's own value and manifests object needs of life development. Education is the unique activity of humen beings, and a cause that of reflecting life concern most in the people-oriented society. Education calls for life regression, life concern and life value reconstruction. The life concern in instruction is the foundation and key of achieving life concern in education. This study is the choice made under the inspiration of this historic trend.Young children's life is tender, so they need concern and care of adults. Young children's life has its own rules, so they need understanding and respect of adults. Young children's life breeds potentials and hopes, so they need maintenance and stimulation of adults. Instruction in kindergartens should have obeyed the rules of life development in order to develop and perfect the life, should have returned life to instruction, made instucation based on life, life into instucation, and made instruction be a poetic habitat of life. However, the present instruction in kindergartens ignores young children's life features and forgets the significance of life development that kindergartens instuction should have, and lacks the life respect and concern. Therefore it is hard for young children to feel the life meaning's filling and ascension. Instruction in kindergartens calls for the life regression and the reconstruction of life significance, gives the right of spiritual development back to young children and fills the instruction in kindergartens with joy.Looking back at the past can know the future. Researching the history of Chinese and foreign kindergarten instruction, we learn that life concern, as an instruction thought or idea, has been shining along the progress of life concern instruction at home and abroad. This thesis first reviews the kindergarten instruction thought of life concern. From ancient, modern and then contemporary times, people have achieved a lot in the research on life concern. Along the clue of time, the author first studies the history course of breeding, early development and the further development of life concern instruction thought, then explores and analyzes the evolution of the western kindergarten's concern instruction thought, and elaborates its historic contribution. The knowledge, methods and thinking ways provided by these achievements offer the theoretic and intellectual support for kindergarten life concern instruction research.Any theory inevitably has its theoretic basis. The thesis then discusses the theoretic basis and basic ideas about the kindergarten life concern instruction. The author absorbs nutrients from life philosophy, humanism and constructivism, and knows that the kindergarten life concern instruction as a instruction value and a new instruction idea, based on young children's potentials and their age characteristics, carries out the instruction to wake up the sense of life, enlighten their spiritual world, develop their potentials, and improve their life quality. Kindergarten life concern instruction aims at the overall development of life, pays much attention to cultivating young children's mind, construction of their spirit and training of their sound and healthy personality. Clarifying the theoretical basis of the kindergarten life concern instruction, the thesis gives a a clear direction for understanding the kindergarten life concern instruction. Then the thesis answers theses issues:what is life, what features has the kindergartens life concern instruction, what is the value orientation of the kindergartens life concern instruction. Reasonable solutions to these issues are the basis and support of building the theoretic frame of kindergartens life concern instruction.Then the thesis constructs the theory frame of kindergartens life concern instruction from the four parts as objectives, contents, implementation and assessment of kindergarten life concern instruction. In the part of instruction objectives, the thesis analyzes the basis of formulating instruction objectives and constructs the hierarchical life concern instruction from three levels:the general objectives, classified objectives and graded objectives. In the part of instruction contents, the thesis discusses the selection of instruction contents, contents'structure and their management. And in the part of instruction implementation, the thesis analyzes there ways of instruction activities, games and real life activities, to carry out young childeren life concern instruction implementation. Realizing value orientation of young children life concern instrution, implementing the contents and achieving the instruction objectscontent of instruction rely on certain realitic conditions. In this part, the author discusses the outer conditions including instruction management and environment affecting kindergartens life concern instruction implementing, and inner conditions including teachers'quality and the relation between teachers and young children. In the part of instruction assessment, the author answers the main questions:why, what, who and how to assess? What elements the assessment has? And the kindergarten life concern instruction assessment structural elements have been constructed. The discussion about these questions aims at making the instruction in kindergartens a conscious action, that is, the instruction in kindergartens cares about life and respects life, develops the life potentials, enhances life quality, emphasizes life experience, and stimulates young children to develop healthily and harmoniously.