The Study Of The Inherent Relevance Between Physical Education And Life Safety Education

Life safety education has aroused more and more public concern recently, and it started relatively early in China. The national safety education day system for primary and middle schools has been set up since 1996, prescribing that every Monday at the end of March should be “Safety Education Day”. Besides, there are also “Disaster Prevention and Reduction Day” and “National Fire Prevention Day”. But with the continuous occurrences of life safety incidents it could be noticed that life safety education is still lack of effects. Through analysis, numerous causes both subjective and objective or even related to management for this could be found, among which,the most fundamental cause lies in that life safety education has not been precisely located yet, which means it fails to find its curriculum orientation in the whole teaching system. Therefore, the fundamental theoretical issue for life safety education is that it needs to find its curriculum orientation in theory. During this study, it was found that the curriculum orientation for life safety education should be physical education, which means since physical education is closely related to life safety education, it can undertake the responsibility of life safety education. The logical structure of this thesis can be divided into three sections:The first section mainly etymologically explores some basic concepts related to this study: “body”, “life”, “safety”, “education” and “physical education”. During the study it could be noticed that though these words seem irrelevant, they are actually closely relevant and can account for one another since their core contents all focus on human’s life. Instead of being created by imagination, these words originated from our ancestors’ production and life practices. ”Body” is the substantial carrier of ”life”,and “life” in turn functions as the presence pattern for “body”. Therefore, if “body”needs to be preserved and “life” to continue, “safety” shows its crucial effect. For the knowledge and skills of “safety” could only be attained by “education”, in educational system, “physical education” can best reflect the essential attributes of“life safety education”.The second section mainly deals with the historical analysis of the relevance between “physical education” and “life safety education”. Though having different features in different historical civilizations, physical education and life safety education still have consistency in the nature of humanity. Because of the relatively low productivity level in the primary society and humans’ limited ability to gain essential means of subsistence, the difference between “physical education” and “life safety education” is quite unconspicuous then. They both pointed at the subsistence of human beings, thus whether labor, war or religion were all closely related with the concept of “subsistence”. The “physical education” then, to some degree, was “life safety education”, which was a feature of that time. During the agricultural civilization age, humans’ living standard had been improved and the cultural phenomenon was also divided for the forming of social division of labor. ”physical education” and “life safety education” at that period gained some new features as with life contents, practicability, mass participation and sense of organization. Though with clear-cut division, they still shared the same root. In the industrial civilization period, the productivity and people’s material living standard were both improved greatly, but at the same time people’s spiritual life began to undergo severe destroys and the safety threats of society also increased as the result of the overexploitation of nature by humans themselves. During this period the nature of physical education and the important role life safety education played in it were ignored because of the overemphasis of its competitive property. Therefore, life safety education was saddled with more and more pressure at that time. There was only one way to make a radical change, that was to take the ecological path of physical education and life safety education, which happened to be the mission for the time of ecological civilization. In the time of ecological civilization, the ecologicalization of physical education and life safety education is the realization of nature regression from physical education to life safety education, which helps to achieve coordination, mutual care, coexistence and joint development between physical education and life safety education, as well as between social environment and natural environment.The third section is about the inherent relevance between physical education and life safety education from the perspective of modern education. Modern educationfocuses on a basic guideline of cultivating qualified talents with all-round development of morality, intelligence, physique, aesthetics and labor. It can clearly inferred from this basic policy that these five points respectively refer to different levels of human life, which can be divided into three levels: the natural life, social life and spiritual life of human beings. Specifically speaking, natural life is directed by physical education, social life by labor and intelligent education, meanwhile, spiritual life by aesthetic and moral education. From the perspective of modern education, the life orientation of physical education is the life safety education of human beings.It can be easily seen that physical education and life safety education,penetrating the whole process of human development and serving for our basic life guarantee, have the same root. Practically speaking, setting life safety education in physical curriculum is a reversion of the nature of physical education which means life safety education in a sense.