Live education, put forward by Chen Heqin, a wellknown child educator, is usually regarded as scientific and childcentered. But in fact, live education is a practical pedagogy with strong sociological implications, with children as the main body, education as the means and social progress as the purpose. It has changed from the binary opposition between individual and society to the educational view that children as natural social actors participate in the associated life of education. The theory is manifested in three aspects. First, the goal of the curriculum is to become a human being, a Chinese and a world citizen, which is of distinct social, national and modern nature with both modern consciousness and world vision. Second, his view on children is no longer the dualistic Paidocentricism or Sociocentrism but is unified in the process of children’s education and development. He criticizes the scientism and Paidocentricism in the educational practice of Froebel and Montessori, and thinks that to some extent, they have created a naive prison, contributed to the false freedom of children, isolated children from nature and society, and led to teachers’ responsibility inefficiency by becoming the quiet onlookers. This is also of great warning significance to current education. Third, live education curriculum based on children’s natural social cohesive force carries out educational labor. Teachers and students live an associated life as autonomous social actors so as to establish a growing community of teachers and students, participate in the construction of school and social life, hence achieve individual growth.