The Reflection Research Of The Life-oriented Teaching

In recent years, under the influence of new curriculum concepts including life-oriented, expansibility, life, etc, the life-oriented teaching is constantly strengthened, having the tendency of excessive discourse interpretation. Some people put "life" as the golden rule of teaching, as no talking about "life" has no right to talk about teaching. Under such background, there are some irrational practices appeared, which live the teaching processes deliberately for "life", like bait-and-switch, using the teachers'experience as the students' experience; Far-fetched, creating false living environment; Empty lively, using life details stack class. Teaching is degenerated into low-level appeal life games to satisfy students, and become life colony which loses rational light. The life-oriented teaching is not the only, also not the most perfect teaching concept. It still exists many theoretical dilemmas, such as concept expressed crisis, teaching and living relationship is unknown, etc. Therefore, this paper attempts to seize the reins of life, to do rationally finding and reconstruct the true content of the life-oriented teaching, hoping to clarify some confusion about the life-oriented teaching theory, to correct some paranoid and extreme educational behavior.This article mainly includes the following four parts:Part one Introduce the research origin; on the foundation of analysis the existing research, put forward the innovation of this paper place, and the purpose, the significance and methods of the research.Part two This section is to think about life teaching in a theory level, mainly introduced generated facts and theoretical background of the life-oriented teaching, and defined relative concepts, and dialectically analyzed the life-oriented teaching. On the one hand, it confirms the scientific rationality of the caring, respected students view; the interactive and communicational teaching view; the dynamic, creational curriculum and the multivariate, open knowledge view advocated by the life-oriented teaching. On the other hand, put forward some debatable problems existing in the life-oriented teaching, such as concept expressed crisis, teaching and living relationship is unknown, etc.Part three This section is about the practical expedition of the life-oriented teaching, mainly take Chinese teaching as an example. Describe the practical generalization of Chinese life-oriented teaching, and discover "extensive life-oriented" teaching phenomenon during the practice, which is mainly shown in two aspects:First, the over-emphasis of "life" teaching class is lack of "Chinese flavor", Second, living the teaching processes deliberately for "life" makes language classroom lose reality. The hazard of "extensive life-oriented" Chinese language teaching is that it makes the teaching be degenerated into low-level appeal life games to satisfy students, and life colony which loses rational light. And further analyze the formation of "extensive life-oriented" language teaching.Part four This section is to do rationally finding and construct the life-oriented teaching. First of all, re-card the relationship between teaching and life separately from abstractions level in which life is viewed as an analytical concepts and from concrete level in which life is taken as an empiricism and operability concept.On the basis of this, realize the life-oriented teaching. And definite the content of the life-oriented teaching from the point view of ontology, value, and methodology. Further put forward the teaching is from meaning level, aim to call on the attention for one's own development and teaching significance construction. And the realization of the life-oriented teaching in the meaning level needs to draw support from the facts level in order to strengthen the touch between teaching and life. Secondly, describe the shape that rational life-oriented teaching should have, propose that we should regard teaching as a kind of special life of students. It is a kind of life which respects reality, advocates rationality, inoculates morality and contains beauty. And further discuss the way to realize the rational life-oriented teaching, to achieve the combination of theory and practice.