Reflection and Promotion Strategy of Disaster Education in Kindergarten From the Perspective of Symbolic interaction Theory
According to the basic point of view of symbolic interaction theory,the essence of disaster education in kindergarten is to give meaning to symbolic things in disaster education in kindergarten.Children interact and connect with these symbols,and use and modify the meaning of disaster symbols to them in this process.Using symbols to conduct disaster education activities in kindergartens can not only save time and economic costs,avoid unnecessary disaster risks to children,but also cultivate children's flexibility and flexibility in responding to disasters.However,there are some deficiencies in the actual kindergarten practice,such as the separation of symbol interaction from the real disaster response,the lack of understanding of symbol extension and the neglect of the review of disaster sym-bols.In order to solve these problems,the author puts forward some coping strategies,such as returning to the true meaning of disaster symbol,emphasizing the experiential nature of disaster symbol interaction,and constructing the symbol interaction mode of"plan-ac-tivity-review".
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