Study Of Kindergarten Education Campaign In An Ecological Perspective

In the 20th century, ecology as a rising science had become an independent subject. It mainly focused on studying the living organism's conditions and their interrelations with environments. Along with the rise of ecological education campaign in the 1960s, educational experts began to apply ecological perspective to education, under the condition studying and solving the problems in the field of education. Using the concept of ecology to think of education as a research trends has been increasing accepted by the people. From the vast of document, we can see that the theory has a strong adaptability, so the theory applies to preschool education. Therefore, studying thematic education activity in kindergarten, or looking at the issue of pre-school education with ecological perspective, should in line with the trend of globalization of the world development. As a form of educational activities, thematic education activity emphasizes the integration of knowledge, experience and educational resource through"theme". The difference between the ecological thematic education activity and other educational activities is that the former under the guidance of ecological philosophy,that is to say with the views of human and natural coordinated development to understand the thematic education activity. The purpose of this study is to infiltrate the concept of ecological theme to the full range of the thematic education activity, trying to create an activity embody integrity and systemic. This article intends to start from the theoretical level to analyzes, thinking of how to adjust thematic education activity with the concept of integration.This paper is divided into three parts:Part I Defining ecology and thematic education activity. State the concept and characteristics of ecology and thematic education activity, etc. On the basis, elaborating the ecological characteristics of thematic education activity with ecology.Part II Stating the ecological theory basis of constructing the thematic education activity. As the turning of ecology from the area of biology to the philosophy, it grows mature. This part has provided some theoretical supports for the construction of thematic education activity, mainly from three angles, namely, the ecological philosophy, ecology of human development and the cultural ecology.Part III Studying the embodying of thematic education activity with ecological perspective. From the point of view of the ecological relationship, this part analyses the value, goals setting, the relation between teacher and children, choice of content, and activities practice in the thematic education activity. Referring to the former study of thematic education activity, this article analyzes the education issue from the perspective of ecology, dealing with the relationships of teaches; concerning about the link of natural, scientific and humanities, aimed to enhance the effectiveness of the thematic education activity.The author studies the ecology basically from the perspective of relationship, such as the whole ecological view and the systematical ecological theory. With the ecological perspective from the theoretical and practical level, this paper trying to explain and study thematic education activity wholly and systematically. Theoretically, it enriches the existing research on the thematic education activity. Practically, it promotes sustainable development of the thematic education activity. Just like as the other educational styles, there are imperfections in the thematic education activity, requiring our continuous improvement in the coming actual practice. Education is a matter of idealism, so we should draw lessons from other fields in the process of practice in order to make the thematic education activity more mature and perfect.