On Tao Xingzhi The Practice Of The Theory Of "Life Education" In The Ideological And Political Teaching In High School

‘Life Education’theory was the principal and the core of the entire education system ofTao Xingzhi. It was the confession and judgment against‘Education equals Life’theory ofDewey, as well as self-questioning and repudiation for Chinese traditional education.Furthermore, the theory was the refinery and summary for his educational proposition. Althoughmany years passed, Tao Xingzhi and his‘Life Education Theory’still have great charms. Itprovides us with a new educational conception. With the propulsion of new course reformation,‘living teaching’becomes a hot topic. As a fundamental compulsory course of middle schoolstudents, Ideology and Politics relate to all-pervasive knowledge, which give necessary guide tothe study and life of students. Therefore,‘Life Education’theory must be the instruction for highschool Ideology and Politics education.This article has three parts. Through the presentation of the main content and features ofTao Xingzhi’s‘Life Education’theory, we will research the necessity for implement of‘LifeEducation’theory in teaching Ideology and Politics, as well as provide feasible policy to enhancethe pragmaticality of teaching the course in high school.In the first part, we present the main content and features of the‘Life Education’theory. Inone hand, the three parts of the theory (‘Education equals Life’,‘Society equals School’,‘Unityof Teaching, Studying, Doing’) are presented in detail. The realistic meaning of the theory isanalyzed. In the other hand, the basic features of‘Life Education’theory are pointed. It is one ofthe important parts of the theory system, which will help us to understand and hold the entirety.By presenting the 6 basic features of the‘Life Education’theory (lively, active, demotic,progressive, worldwide, historical related), we clear that the above features can guide theteaching practice more efficiently.In the second part, by researching the common ground of‘Life Education’theory and highschool Ideology and Politics teaching, we get the conclusion of the necessity of using the theoryin teaching practice. First, based on unity of‘Life Education’theory and education for all-rounddevelopment, we must use the theory in the development process. Second, new course standardis required in the developing demand of Ideology and Politics. For committing this new standardin the high school teaching, we must base on the real life of students, conforming the principle of ‘three-adjoining’. The theory should be used in this process. At last, the Ideology and Politicscourse must adapt the principle of‘Serving the developing demand of students as well as thereliving requirement’. By describing the desired course of students, we confirm that the healthygrowth for students’needs the guidance of‘Life Education’theory.The third part is the most important one in the article. Combining my personal experience inteaching practice, we explore the definite strategy of extending‘Life Education’theory in highschool. 4 factors are mentioned in this part. First of all, the new thought of life education must bebuilt up. New view of teachers, new students with the conception of‘Based on Life’, and newtype teacher-student relationships must established. Secondly, the teaching target must incarnatethe demand of life education in three levels: knowledge target, capability target and emotionalvalues target. Thirdly, we must extrude life style of teaching contents from the sampling,structure and presentation. Finally, we will promote the life style of teaching procedure. Such asregarding students’life experience, creating life situation, inducing the cognition resonance,designing life style questions, guiding their thought, playing back role model images,intensifying their morality, giving life style assignments to gain knowledge in daily life. Byargumentation of specific teaching examples, we will reinforce the efficiency of the strategy.