The Research On The Relation Of The Diachronic Thiking Of Life And Succession Cognition Between3and7Years Old Children

Life education is an important aspect to establish preschool children’s correct view of life. Inaddition, it is also an important aspect in science education. Before we are beginning to carry out the lifeeducation, we should make clear that the characteristics of children’s age about life education. Therefore, inthis study, focus on the diachronic thinking of life, investigates children’s age development characteristicfrom3years old to7years old, and children’s age development characteristic on the living cognition of thediachronic thinking of life and death cognition of the life among3years old and7years old. At last,investigates the differences among the cognition of man and the cognition of animal and the cognition ofplant among3years old and7years old children. At the same time, the study investigates the relationshipbetween the diachronic thinking of life and succession cognition. The number of subjects is239,investigates the relationship between the diachronic thinking of life and succession cognition. To sum up,the experiment acquire following conclutions:1、 It’s not significant on the gender that the children from three to seven years old on thecognition of the diachronic thinking of life and the cognition of its composition tasks; otherwise, it’ssignificant on the age.2、 Children’s understanding on the living cognition of the diachronic thinking of life is betterthan on the death cognition of the diachronic thinking of life among3years old and7years old.3、 Children’s understanding on the cognition of plant is better than on the cognition of animal,and children’s understanding on the cognition of animal is better than on the cognition of man among3years old and7years old children.4、 It’s not significant on the gender that the children from three to seven years old onsuccession cognition; otherwise, it’s significant on the age.5、 The relationship between the cognition of diachronic thinking of life and successioncognition is significant among3years old and7years old.At last, according to the results of the study, this study describes the inadequacies of their ownresearch and make recommendations related education. That implement life education and education should follow the sensitive timing of the development of children’s ages, in addition, can educate fromsuccession cognition perspective, indirectly carry out life education of children.