Research On The Current Situation Of Resource Conservation Education In Children’s Families In The Main Urban Area Of Chongqing

In the long history of the Chinese nation,from cultivating one’s moral character to ruling one’s country and family,conservation has always been a good virtue that has remained unchanged throughout the ages,and has become an important part of the national spirit with its unique charm,and has become synonymous with the traditional virtues of the Chinese nation,showing its far-reaching historical significance and value.The family is the first place of socialization for young children,and resource conservation education in the family has a profound impact on the values,behaviors,and character of young children.This study uses social cognitive theory,educational ecology theory,and living education theory as the theoretical basis and guidance,and mainly adopts questionnaire survey method,supplemented by interview method to investigate and study 511 parents in the main urban area of Chongqing from six dimensions,including parents’ cognition of resource conservation education and the purpose,content,methods and approaches of resource conservation education in young children’s families,the effect and the combination of home and family,to analyze The study analyzed the current situation of resource-saving education for young children’s families in the main urban area of Chongqing,the main problems that exist and the factors that influence them.According to the survey results,parents highly recognize the value of resource-saving education for young children;the purpose of resource-saving education for young children’s families is focused on the development of young children’s behavioral habits;parents pay attention to the basic content of resource-saving education for young children’s families;the diversified ways of resource-saving education for young children’s families;the implementation effect of resource-saving education for young children’s families is considerable;the combination of resource-saving education for young children’s homes is ideal,and parents’ participation attitude is Positive.However,there are also five problems: parents’ lack of consistency in cognition and behavior in carrying out resource-saving education at home;weak "synergy" in carrying out resource-saving education at home;neglect of children’s subjectivity in carrying out resource-saving education at home;lack of practicality in carrying out resource-saving education at home;and difficulty in "co-parenting" of resource-saving education at home.The problem of "co-parenting" at home and garden is significant.In response to the above problems,this study analyzes the influencing factors from family,kindergarten and society.Based on this,in order to promote children ’ s parents to carry out correct and scientific family resource saving education,the researchers mainly put forward corresponding suggestions from the parents level,kindergarten level,community level and social level.Parental level : improve resource conservation education literacy,establish a scientific concept of resource conservation education;Adhere to the same consistent education attitude,improve the consistency of resource conservation education;Standardize their own resource conservation behavior,play resource conservation model role;Enrich the content of resource conservation education,pay attention to the dominant position of children ’ s resource conservation;Expand the way of resource-saving education,enhance children ’ s resource-saving practice experience;Strengthen resource-saving home education,form home resource-saving education together.Kindergarten level : play a small hand to family linkage effect;Develop and establish resource-saving education park-based courses;Actively build resource-saving education home interactive platform;Strengthen the family resource conservation education practice guidance.Community level : to carry out various resource-saving education activities,rendering children ’ s family resource-saving education atmosphere;Provide rich resources saving education resources,rich children family resources saving education content;Overall resource saving education experience opportunity,strengthen children ’ s family resource saving behavior skills;Taking multiple resource-saving education guidance to improve the quality of resource-saving education in children ’ s families.Social level : formulate and improve the education policy of resource conservation,give the hard guarantee of resource conservation;To build a resource-saving education system for children and a multi-platform for resource conservation;Active publicity to create a resource-saving atmosphere,create a good atmosphere for resource conservation;Pay attention to the vertical and horizontal penetration of resource conservation education,and promote the two-way integration of resource conservation.