Fusion Of High School History Classroom Teaching With Real Life

With regard to the relationship between education and life has been the educators recognized the development of education in a proposition can not be ignored, the controversy surrounding it has also started to promote the world's education reform movement constitute a main line. Education and academics from abroad Comenius to Rousseau and then to China's education master Mr. Tao Xingzhi, are all concentrated around the study of this proposition, Tao Xingzhi, said: "Life is educational, social or school, do not live will become a center of education is the death of education. "senior high school history teaching in allowing students to understand the history, we must also" learn from history, "while students of human qualities and national spirit. Let high school students living close to history teaching in order to stimulate students resonance. Construction of daily life classroom teaching model so that real-life high school history teaching education relative to the integration of the new senior secondary curriculum reform, the basic direction of development of history teaching, is one of the times. But traditional high school history teaching but because the conception of education, teaching materials, teaching methods, teaching evaluation of bias and limitations and is seriously out of student life, spoon-feeding teaching, Man Tangguan, scripted are common occurrences, so that would have vivid history is becoming dull, Students may also look "history" sigh. In view of this teaching situation, facing the tide of quality education and teaching reform in the new period, only to improve these constraints the drawbacks of teaching to people's lives, can truly make history into a "living" force in order to truly allow students to receive and understand the history, the real stimulate students interest in learning, only to build a bridge from the history and life, ethnic and cultural heritage can really be.This paper consists of four parts:The first part is introduction. Introduced the "history" "life" concept, the status quo at home and abroad, as well as relevant research topics of significance and the value of this research project.The second part is teaching high school history, the status quo. The existing high school history teaching ushered in a new development opportunities, new ideas, new forms, new assessment, but the concept of deep-rooted traditional teaching, but also bound high school history, the new curriculum reforms. The third part is teaching high school history and the integration of real-life meaning. Achieving high school history teaching to people's lives is conducive to establishing new teaching ideas, and not only the discipline of history itself, the all-round development of students and teachers, professional growth of the very important significance.The fourth part is teaching high school history and the real-life integration strategy. In the classroom teaching process, teaching philosophy in daily life under the guidance of full hours preparing lessons, in the teaching process to explore the daily life, while also broken through the traditional classroom work toward diverse towards opening up.Part V of the history of life evaluation of classroom teaching. With the continuous progress of the new curriculum reform, classroom content has been integrated approach to teaching evaluation, evaluation methods are becoming increasingly diverse.Part VI is a high school history teaching in daily life prospects. The current high school history teaching in the process of life although there are still difficulties, but with the new curriculum reform to further advance and improve all aspects, has a very good development prospects.Indeed, in today's curriculum reform, teaching high school history, still faces many difficulties, I hope that through the shallow study of this topic under the new curriculum teaching reform played a role in attracting valuable opinions.