| The object of education is human,the origin of education is also human.Human life is the origin of education,education should pay attention and return to life.How to respect children’s life in education,promote children’s all-round development,and carry out life education in a targeted way is essential to understand how children understand the concept of life.Only from the perspective of children,on the basis of knowing children’s life cognition,can educators get enlightenment and make education become life education.In this study,65 large class children were selected from two classes in a public kindergarten in the main urban area of Chongqing.By using the methods of interview and work analysis,we collect children’s language and painting works as research materials.With the help of NVIVO,open coding and tree node coding are carried out,and finally the theme coding of life concept cognition is obtained.In addition,SPSS is used to analyze and process the subject code data,so as to understand children’s cognition of life concept.Through the coding of the five essential characteristics of the concept of life and the arrangement of its reference points,it is found that: First,children’s cognition of life integrity mainly starts from the two aspects of physical life and spiritual life,but the analysis results show that children’s cognition of physical life and spiritual life is significantly different;the cognition of physical life is the starting point;the cognition of essence is the starting point spiritual life is difficult to grasp.Second,children’s cognition of the limitation of physical life is mainly about the cause and destination of death,and the cognition of the limitation of mental life has specific characteristic Third,children can generally recognize the uniqueness of life,but mainly focus on the differences in the external characteristics of physical life.Fourth,in the cognition of life creativity,children realize that creative activities come from human’s own needs and physiological advantages.Fifth,in the cognition of the transcendence of life,children’s cognition of the transcendence of physical life is mainly reflected in the aspect of growth,and they can grasp the concept of growth from multiple perspectives;the transcendence of spiritual life mainly comes from life experience;Idealism is also an important manifestation of transcendenceThrough the analysis of the research results,we can understand that the cognition of the concept of life by the children in senior reflects the theory of naive biology;Children’s cognition of the concept of physical life is better than the concept of spiritual life;There is no gender difference in children’s cognition of the concept of life,they focus on the cognition of low-level concepts and give priority to specific characteristics,reflecting the characteristics of birth activation.Based on the above research results,we get the following enlightenment: to understand the foundation of infant life education;Life education should be based on children’s cognition of life concept and pay attention to wrong concept.On the basis of children’s life concept cognition,the suitable life education contents are selected,which mainly include whole-person life education contents that promote the development of personality and transcend self.Seize the opportunity of life education to enrich and improve children’s life concept cognition;According to the cognitive law of children’s life concept,the methods of explanation,conversation and discussion and role playing are used flexibly as life education methods.The formation of children’s correct concept of life needs the cooperation of kindergarten,family and society... |
