The Action Research of Integrating Life Education inChildren’s Natural Experience Teaching

• Main Authors: Shu-Ming Huang, 黃淑敏
• Other Authors: Chu-Shin Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/38022712765730386064

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 99 === The Action Research of Integrating Life Education in Children’s Natural Experience Teaching Abstract The study is to approach sampling in Taichung Country a natural ecological rich kindergarten for action research, through flow learning the natural experience teaching, and the life education into the connotation, then through information-gathering, activities design, seeking resources, and the teaching interactive and reflection amendments actual implementation process, and finally came to the conclusion: 1. Curriculum development (1) Courses at the time integration into the season, community resources of the natural ecological activities is appropriate. (2) Invited experts to enter courses plant participation and guidance teachers and students can boost growth. (3) Natural experience teaching through flow learning spirit the implementation of the activities to promote children experience life and the establishment positive conviction. 2. Children’s performance toward life (1) Children is comes from in the self-dialogue and inner world expressing in the experience of life experience and the feeling. After participation nature experience may discover original own may handle such many matters, also can find the study pleasure, develops the study domain on own initiative. (2) The preschool may provide the baby the rich planter experience, also discovered solves the associates dispute sharp weapon is penetrates nature experience the share. Moreover, children from may achieve the protection larva ability, sense knows own responsibility. (3) Children may experience from the game views carefully looked resembles beauty the ordinary actually mysterious nature; The camp landscape gardening area rich multiplicity may promote the teachers and students to create the bridge which the source material and kisses cooperates; The experience biology mystery may establish “picks varied”, “is eternally changing” the feeling. (4) Knew in life “death” on elephant “birth” equally common, may be the shape (body) the body not in; But the spirit is the concept which perpetuity, the appearance nature experience is children practices the life education idea polytropic keys. 3. Teachers’ reflections and growth toward life (1) Through shaping history of Life education into the natural experience of teaching beliefs, it is enough to affect and show the different teaching behavior of teachers. (2)Knowing the diversity of creatures is analogous for teachers to understanding children’s unique, outstanding properties. (3) Connecting life experience of children and teachers can further help to realize what utter innocence children possess. (4) When we immerse ourselves into the ecological environment, we can feel that vitality exists everywhere, and we can learn any time. (5) Children like to listen to the story to meet the learning characteristics can pass the expectations of teachers (6) When they see lives displaying in front of eyes, their hearts are touched through earnest and appropriate affection exchange. (7) Let children participate and feel the pregnancy history of the teachers, children can continue to feel the inconvenience and the hard in the life. (8) Understanding the transformation of " learn by doing", because "many things that can not be enough to prepare for the life" (9) "Love" need to be learned, through the life of the people, things and thing to learn the ways of love. (10) Natural experience activities that are face to "death" issues of the most appropriate teaching. Finally will act according to this research to the guardian, the teacher, the garden institute and the futurology puts forward the proposal.