A Case Study On The Implementation Of Preschool Life Preparation Education Activities

Preschool education is the foundation stage of the whole life education and an important part of basic education.In 2021,China issued a special document,"Guidelines for Kindergarten Readiness Education",to promote the effective connection between kindergarten education and primary education science.Life preparation,as one aspect of school preparation,is to let children learn to live in the implementation of various activities under the guidance and support of teachers.The implementation of life preparation education activities will directly affect the physical and mental preparation of children for the new stage.From the perspective of experiential learning theory,this study studies the ways and means of teachers’ implementation in life preparation education activities,mainly using case study method,observation method and interview method.After investigation and analysis,the study found that in the planning and implementation process of L kindergarten’s life preparation education activities,teachers create situations and use experience to trigger reflection in the game activities.In life activities,through peer assistance,experience drives application.In the transition activities,teachers adopt the home co-education mode to guide children from observation to use.In learning activities,teachers use special activities to focus on children’s reflection and generalization.After analyzing the implementation process of L kindergarten curriculum by using experiential learning theory,we can see that L kindergarten attaches importance to triggering children’s specific experience through children’s direct operation in school life preparation education activities;Teachers help children to observe and reflect on their behavior in a guiding way,and form certain abstract generalization ability;Then,children can consciously apply the content of life preparation to the follow-up life by means of children’s mutual supervision,home co-education and scene representation.At the same time,the study found that there are still some problems to be improved in the implementation of the life preparation course in L Garden,such as the limitations of the timer management method,the lack of reflection and guidance of teachers’ language on behavior in individual guidance links,and the children’s operation without emotion.In view of the above problems,suggestions are put forward for reference.First,combine children’s institutional life with daily life,second,care and education work together with home to guide,and third,use open materials to trigger children’s experience.