A Case Study On The Application Of The Idea Of ​​Returning To Life In Waldorf Kindergarten

"Life is education","Education is life","Life is education and the root","education should be oriented life"...in a very long period of time, these discourses on the close relationship between education and life has been recognized and advocated by educators and scholars. And in particular the recent years, the quality of education lets us begin to rethink the relationship between education and life. Education researchers in various levels all engage that "education returning to life".However, this advanced educational concepts, in our country does not have the effective implementation. In addition to theoretical analysis and discussion, we also need to have an instance of a reference. Since the1990s, Waldorf education comes to our country, it has been recognized by more and more people. The education reflects a very distinct characteristic of daily life. How does it practice "education returning to life?" Why it can achieve educational return to life? These issues should cause us to think.This study used qualitative research methods and a Waldorf Kindergarten in Xi’an is the case of my research. Through on-site observation, interviews and other research methods, based on the analysis and discussion of the case, I want to summarize the reasons why education returning to life can be used in Waldorf early childhood education. On the one hand, I want to provide a reference based on the practice for "education returning to life" theoretical construct, and a theoretical basis for the kindergarten curriculum reform; on the hand, through the description about Waldorf kindergarten how to use "education returning to life" concept, I want to provide some specific, reference experience for preschool teachers in kindergarten about how to use this idea and provide some suggestion for education-related departments about how to ensure effective implement of "educational returning to life" concept in kindergarten.The thesis is divided into five parts. In the first introduction part, I systematically introduced the reason for the research, the purpose and the significance of research, the ideas and methods. In the second part, and I defined some related concepts and did a comprehensive review about the research of education returning to life and Waldorf education. In the third part, I outlined and analyzed the back to nature and back to life educational environment in Waldorf Kindergarten and the original, simple, low-structure, and low-controlling activities. In the four part, I analyzed the support conditions for "education returning to life" concept can be utilized in the Waldorf kindergarten and I summarized four active educational advantage conditions to implement "education returning to life" in Waldorf education:the private nonprofit organization nature of the Waldorf early education, the hiring and training for teachers, the democratic management and the identity and cooperation of parents. Finally, I put forward four suggestions for implementing "education returning to life" philosophy based on Waldorf experience:we should pay attention to create a kindergarten environment that returns to natural life and; we should design and process activities based on the characters of childhood life; we should make teachers fully play their active role; we should promote effective nursery and family’s cooperation in "education returning to life" concept implement.