Thinking And Practice Of Life Education In Physics Teaching In High School

Double the existence of life is unique in nature, which determines the educational well being unique. Education is to face life education, exchange and integration of life and life education to follow the logic of the development of life, education, and perfect for the growth of life, which is the basic meaning of life education. Our education from a concern for social concern, concern local people to pay attention to the full life, to the awareness of the highlights of the new course of life, continue to search for life regression.For school education, the implementation of the main front of the life education, the implementation of the key points is that the front-line teachers in the classroom. In this article, the implementation of life education for high school physics reflection, exploration and practice, in a bid to try to find an effective life education.In this paper, literature review, case analysis method, action research, questionnaires and interviews, the implementation of life education in high school physics teaching rational thinking and practice. The article is mainly through the following four parts:Part I:Start teaching situation analysis, leads to life education is the ultimate goal, and life education concept defined from the point of view of both broad and narrow sense.Part II:The theoretical basis of the life education from pedagogy, psychology, theory, experiential learning theory and emotional style education expounded the theory.Part III:The author combines the basic characteristics of life education, teaching practice in the following four aspects:First, how to penetrate the human spirit, to develop students’ broader human feelings? How to focus on the students’feelings, build democracy, equality, cooperation, teacher-student relationship? How to break through the book bound, students free mind? How to focus on the value of life, to explore the discretionary time and space?Part Ⅳ:Exploration and Practice After more than a semester, before and after the two questionnaires, student discussions and interviews classmate subject teachers, aimed at understanding the in life education classroom practice students what has been harvested, how much influence their growth.