| The development of life-oriented instructional theory has never stopped since JohanHeinrich Pestalozzi proposed the theory of following the nature. Afterwards, John Dewey andTao Xingzhi put forward the idea of life-oriented teaching and the theory as life itself isteaching respectively. The life-oriented teaching in history is a kind of teaching method thatmainly concerns about the entire students thing, the actual life, such as life experience andlearning process. It turns the teaching content into something inextricably related to thereal-life situation and also can get a thorough and objective evaluation by assessing students’engagement and practical skills. The life-oriented teaching in history should have been afavorable tool of promoting the reform of history courses, realizing the value of historyteaching and highlights the characteristic of history disciplines, yet it turns out to be acomplete different one. The current history teaching is much more related to politics and lessto students’ actual life. Developmental education is in a situation of deficiency. What makesthe history course being so boring and weakens the teaching efficiency? Two elements shouldbe responsible for this. One is the ineradicable teaching thoughts that most of the practitionershold, which is divorced from students’ real life and emotional life, and ignored theiracceptance level. Another is the singleness of the teaching assessment system which has paidtoo much attention on the scores rather than students themselves. Thus it can be seen, eitherthe history teachers or the whole teaching assessment system should make some changes,which means teachers should establish a brand-new idea of life-oriented teaching method andteaching content, and to the teaching assessment system, it should provide multiple, scientificand lifestyle modes of assessment that encourage students to take participate in various socialpractice. |
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