Teaching Life Under The New Middle School History Curriculum

A new round of basic education curriculum reform is in full swing, this reform initiative isone of the important concept of\"education returning to life\", the idea to change coursecontent’difficult, complex, partial, old and too much focus on the present situation of the bookknowledge, strengthen the course content and student life, and the development of modernsociety and science and technology. Adapted to the new concept of the life-oriented teachinggradually got the attention of scholars and teachers.Life-oriented teaching high school history refers to the teachers adopt diversified teachingmethods in teaching, organize rich and colorful teaching activities, try to put the book of thehistory knowledge, student life is closely linked to the social life, has a history of knowledge andthe distance between the students, stimulate students’ interest in learning history, let the studentsfeel history on his side, thus further improve students’ use of history through the eyes of theability to analyze and solve practical problems. Study life teaching high school history itcomplied with the requirements of new curriculum reform, is also to meet the requirements ofhistory curriculum content changes, but also promote the development of middle school studentscomprehensive requirements. Realization of history teaching into daily life, not only canpromote the students to better learn history knowledge, at the same time, help to promoteteachers’ development.Guided by the new curriculum concept, this paper adopts the method of literature method,case method and so on, in the existing reference academia about\"life education\" and\"life-oriented teaching high school history\", on the basis of research results, combined with alot of teaching cases, the problems existing in the history of life on the current middle schoolteaching and significance are analyzed, and put forward the history into daily life way andmethod of middle school. Besides the introduction and conclusion, this article includes four partsaltogether:The first part, the definition. Mainly to the life, life the life history teaching of middleschool teaching as well as three concepts.The second part, the middle school history teaching the meaning of life. Mainly includes toarouse students interest in learning, improve learning initiative and enthusiasm. Is advantageous to the transformation of the mode of students’ learning, improve the learning efficiency; Isbeneficial to train students’ correct emotion, attitude and values, improve humanitiesaccomplishment; Is advantageous to the transformation of the mode of teachers’ teaching andimprove teaching effectiveness; To improve the teachers’ knowledge accomplishment and so onfour aspects.The third part, the principle of life teaching high school history. Mainly includes theobjective principle, scientific principle, the principle of interest, the principle of openness and soon four aspects.The fourth part, the history into daily life way and method of middle school. Mainlyincluding set up the life education idea; Mining in life education materials; Use life of teachinglanguage; Adopt diversified teaching methods; The arrangement of the homework into daily life;Organizing a variety of extracurricular activities; Use the seven aspects such as diversifiedteaching evaluation methods.