Situational Theory Research In Social Education Activities In Kindergarten

Situativity theory takes the relationship between the occurrence of study and the situation of activity as the emphasis of research, holding the opinion that study occurs in practical activities which are almost real or completely real, through the communication, interaction and conversation with other members within the community, among which the "participation" becomes an important and indispensable element of study under the situativity theory. Learners will acquire knowledge, emotion, attitude and ability during the process of participation. The focus of attention of educational activities, supported by the theory of "participation", has changed over, from paying attention to the way how teachers can teach with high quality to the way how children can study effectively; from paying attention to the content of courses and the design of teaching process to the design of learning style, ways of learning and learning environment for children.This research takes action research as the major research method, the author goes deep into the "S" kindergarten in Nanjing, taking a middle class and a senior class as research objects, forming a research team with the teachers of the two classes as well as the leader of the kindergarten, in order to jointly study situational theory. During the process of planning, organization, implementation, rethinking and improvement, and re-planning of the activity plan, it takes the social theme activity "Supermarket" in senior class and the social theme activity "Road" in middle class as carriers of the activity, taking the situational theory as guidance, exploring the strategies of social education activities such as providing real task for children, establishing practice field and guiding the children to participate the study through marginalization.In the process of learning, understanding and using the situativity theory for three months, we have explored three kinds of effective implementation strategies:1. Discovering the real situation to help children gain social cognition; 2. Offering the opportunity of "specialist" viewing to provide the approach of accumulating social experience for children; 3. Creating a practice field to offer the opportunity of using social experience for children. We found that the situativity theory used in social education activities could change the status of the teacher "teaching" and the children "learning". The higher requirements will be put forward to utilize the resources of parents and community while improving the effectiveness of the social education activities; the social education activities in the use of situational theory will be slightly difference between the middle class and a senior class, the difference is:the practical field is created by the teachers and the students, but the practical field is provided by the teachers.