The Implications of the “Living Education” Theory for Education

陈鹤琴先生的“活教育”理论提出“做中教、做中学、做中求进步”、“大自然和大社会都是活教材”、“做人、做中国人、做现代中国人”，这三个理论分别从教育的方法、内容和目的三个方面，对教育进行了一个介绍，这一教育理论不仅仅对幼儿教育产生影响，更重要的是还对我们整个的教育有了一定的启迪。“活教育”理论的“活”的内涵主要表现在教育目的之“活”、教育对象之“活”、教育内容之“活”、教育方法之“活”，从这三个方面的“活”当中反思对我们现代教育的启示，“活教育”培育“活教师”和“活学生”，在“活教师”层面：培育具有社会责任和时代担当的“活教师”；“活教育”承载“活课程”和“活教法”；“活教师”的培养创造“活社会”。在“活学生”层面：“活教育”培育具有创新精神和实践能力的“活学生”；“活教育”以“活内容”培育“活学生”；“活教育”营造“活环境”，培育“活学生”。Mr. Chen Heqin’s “Living Education” theory proposes “Teaching through doing, learning through doing, and making progress through doing”, “Nature and society are living textbooks”, and “Being a person, being a Chinese, and being a modern Chinese”. These three theories respectively introduce education from the aspects of educational methods, contents, and purposes. This educational theory not only influences early childhood education but also provides certain enlightenment to our entire education system. The “living” connotation of the “Living Education” theory is mainly manifested in the “living” nature of educational purposes, educational objects, educational contents, and educational methods. Reflecting on the implications for modern education from these three aspects of “living”, “Living Education” nurtures “living teachers” and “living students”. At the level of “living teachers”: cultivating “living teachers” with social responsibility and a sense of the times; “Living Education” carries “living curricula” and “living teaching methods”; the cultivation of “living teachers” creates a “living society”. At the level of “living students”: “Living Education” nurtures “living students” with innovative spirit and practical ability; “Living Education” cultivates “living students” with “living contents”; “Living Education” creates a “living environment” to nurture “living students”.