An Analysis On The Embodiment Of Life Education In The Disciplines Of Geography

Human society since the middle of the twentieth Century, along with the rapiddevelopment of science, technology and economic development has become themainmelody of the modern society. People’s living standard is improving constantly,constantly improving the quality of life. The science and technology worship alsogrows in intensity, at the same time, people’s spiritual life is increasingly poor, peoplehave lost their lives in the question and the soul of the foundation. Hedonism, moneyworship, ultra-egoism adverse thought erode the minds of the young. Education endface is one of the world, the most important problem is not exist but how to survive,how to face the crisis of survival, people want to seek pleasant education, dispellingconfusion, so more and more people begin to pay attention to life consciousness,education has gradually from the stereotype of mechanistic transition to a morehumane life on. Life education emphasizes the individual life development; respectfor the individual and the diversity of life; to emphasize the cultivation of students ineducation in the main body consciousness and initiative role.In mainland China, in the daily teaching subject of life education, and theappropriate point to carry out life education is studied. However, if the choice ofperspective, the material is not properly, will often take life education into theideological and moral education, thus missing life education can be for students tocreate a powerful background life experience. From the geographical discipline ownsome consideration, it has its own unique strengths, from macroscopical onunderstanding the origin of life, for his life, respect and so on can be in everydaygeography revealed, so will the life education and geography two combination is notonly a hot and practical reflections on the meaning of. From the point of view of lifeeducation, geography teaching is a process to promote life, love and experience of lifegrowth process; is a let the students open myself to embrace geography, comprehendlife process. This is in fact a life dynamic flow process. It is with life love life, lifecare of life, life in the process of creating life, is the geographical teaching a newattempt. In practice, this paper analyzes the geography teaching of life educationtheory and strategy, so that the majority of first-line geography teachers to be morethorough in the daily life education in geography teaching to grasp the clues andmethods, and in the process of teaching objective is clear, have a definite object inview of students’ life education. Life education, will give the current education bringsgreat impact.Based on the above point of view, this article from the perspective of lifeeducation as the starting point, to the geography teaching as the basis, to the teachingof Geography in the embodiment of life education as the basis, from two aspects oftheory and practice, to dynamic, continuous viewpoint, studying the geography teaching of middle school geography teachers and students in teaching, pay attentionto life education content, to life energetic release; explore the essence of life to createlife, taste experience; make the realm of life can be improved, the overall productionof individual life. Divided into four parts, the first part on life education and itssignificance are summarized; the second part elaborated the geography education andlife education relations, namely the geography teaching in middle school lifeeducation orientation significance; third part is the embodiment of life education ingeography teaching process analysis; fourth part is the core, is analyzed in thesecondary school geographical education of life in content distribution, andgeography for life education condition.