An action research on life education conducted in a pre-school

• Main Authors: LIAO MEI CHUN, 廖美純
• Other Authors: 朱彩萍
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/84431859477097144886

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 98 === Abstract The period of pre-school education is the critical and cultivated stage for the development of pre-schooler’s mind, body and spirituality. The focal point of life education in pre-school period is to establish the positive attitude toward life through the practical activity of life experience, which can be achieved during the pre-school period by means of building the positive life attitude of guiding the pre-schooler to form the constructive thinking and to develop the ability to solve the problem. The research samples are the pre-schoolers aged 3-5 years old in the affiliated kindergarten of the Protestant Church in Nantou County. The research method used in the experiment is the qualitative educational activity research method. The goal of the research is in the following. A. To discover, by the kindergarten director, the kindergarten’s resource for pushing for the life education. B. To understand, from the view of kindergarten director, the kindergarten’s limit for pushing for the life education. C. To locate the problem of life education implemented in the pre-school stage. D. To examine the effectiveness of life education or changes of behavior in pre-schoolers after receiving the life education. After the implementation of life education to the pre-schoolers, we find the following changes in them. A. The pre-schooler better understands and values himself or herself, has more confidence in himself or herself, learns how to deal with the problem with the skill of communication learned from life. B. The pre-schooler develops the empathy with others and has the cognition of respect and gratitude. After the implementation of life education, we find the following changes in the kindergarten. A. The teacher’s cognition of and sensitivity to the life education are improved. The teacher’s performance and design of life education curriculum are upgraded. The tolerance to the error of life education curriculum becomes higher. B. The pre-schooler experiences life through what he or she learns from the integrated life education, which enables him or her to receive more learning perception. This is the key difference between integrated life education and courses in the previous education system. C. More sense of respect , mutualism, care and appreciation are developed in the kindergarten through the interaction between parents and teachers. Key words: Life Education、Pre-school Life Education 、Action Research