Study On The Construction Of Life-oriented Ideological And Political Class In Middle School

As a key concept of modern philosophy,"living world" represents a world view, living world view,which embodies a think mode or generative thinking and implicates a human concept or generative concept.Its occurrence plays an important role in development of epistemology. In recent years,"living world" hasbeen introduced to education field, which supplies a new view angle for looking to the current schooleducation, especially existing problems in classroom teaching. As basic education reform deepens,especially curriculum reform, the proposal of "life-oriented curriculum" has appeared, which refers tocombination of courses and students’ lives. In educational practice,"life-oriented classroom teaching" cannot be separated to achieve "life-oriented curriculum", that is regarding classroom teaching as keycomponent of students’ daily life.It is emphasized in senior high school ideological politics to establish in students’ actual lifeexperience, view their development requirements, apply theoretical concepts to life subjects, help studentsknow and master theoretical knowledge and improve their adaptability. To construct life-oriented class, thewhole teaching process should be adjoined to students’ lives, reality and society, making classroom a venueto raise individual life value and promote comprehensive development.This paper start with the concepts related to life-oriented class which applies literature research、casestudy and experience summary. On the basis of the study of "Three easy-to-lives" and curriculum reform,emphasis is laid on the construction of life-oriented ideological and political class in high school.The firstpart illustrates constructional basis and class features.The author summarizing educators andpsychologists’ideas both home and abroad, illustrates features from subjectivity, openness and stimulation.The second part explains realistic significances. The author illustrates from five aspects: favor inovercoming shortcomings of traditional teaching, promoting curriculum reform, highlighting educationalfunction of ideological politics, students’ comprehensive development and promoting harmoniousrelationship between students and teachers.The third part is the key of this thesis. The author illustratesconstructional policies from six aspects, including teaching concept, objectives, contents, method, processand evaluation. The fourth part is teaching case design, in which the author has a teaching design withexample of "the world is connected",combining education internship.