Theoretical Analysis Of The City Middle School Of The Life Education Curriculum

Since the birth of human civilization, people began to explore the mysteries of the great nature and human beings, and until so far, we have been still making unremitting efforts in this regard. As the most mystical and sacred word, Life symbolizes vitality, miracles as well as life and death, which involves the whole process from birth to death. For the ever-lasting human development, educational activities have been the wisest human actions since human existed. From the very beginning, these activities include life exploration and respect, life courtesy, and rational thoughts on life. Meanwhile, various thoughts, policies and theories on promoting education, all serve human development—the ultimate objective of education. Life education emerged in response to ignorance about life—the drawbacks human education encountered. In 1968, an American J·Donald·Walters put forward the concept of life education, and further put it into practice in six Ananda colleges he established, which spurred the wave of life education. Almost 30 years later, the life education theories and cases were introduced into Taiwan and Hong Kong, which indicates that China-rooted life education was brought into being. With the fact that a new round of curriculum reform was in full swing in the mainland, our Chinese researchers, by continuously summing up the problems and successful experiences the new curriculum reform came across, and learning from the life education experiences in Taiwan and Kong Hong, carried on researches on the theory and practice of life education. In 2010, life education was adopted into Long-term Planning Program for National Education Reform and Development (2010-2020), which gives priority to education development, and at the same time, provides policy support for life education activities and theoretical studies. On the basis of the theoretical and practical knowledge that researchers have gained, this thesis tries to offer academic analysis on life education curriculum, in an attempt to better apply its theories into practice.This thesis attempts to construct its framework as follow: Introduction: this part mainly describes the background, limitation, methodology, and significance of this research, as well as its relevant studies at home and abroad. Chapter One reviews some core concepts, like life education, life education curriculum and education theory and practice, which lay a solid foundation for the whole thesis. Chapter Two clarifies relevant theories of life education and its curriculum, which offers theoretical support for working out and thus assessing life education curriculum. Chapter Three demonstrates the content system of life education curriculum, through the analysis of its objective, content, and assessment methods. Chapter Four gives feasible suggestions for how to successfully implement life education, by analyzing how life education curriculum has been carried out, as well as some suggestions. The last part comes to the brief conclusion of this thesis. It mainly summarizes the research process and its findings.