A Study On The Class Teaching Value Of Life Under The Ecological Philosophy Visual

Ecological philosophy is the postmodern philosophical world view. To survey theclass teaching value of life from the perspective of ecological philosophy is to emphasized inthe overall view, contact view and process view of ecological philosophy to study theproblems of class teaching value of life, analyze the lack of performance the class teachingvalue of life and the causes, interpret the connotation of class teaching value of life, explorethe realization of class teaching value of life and analyze the evaluation of the realization ofclass teaching value of life and so on.This paper discusses the related problem from five parts as follows:Introduction: This paper introduces the reasons of writing this paper, describes thecurrent situation of the class teaching value of life research and class teaching and theauthor’ own research interest. And then illuminating the significance, innovation, theoreticalbasis, research method and the train of writing thought.The first part: This part summarizes the manifestation of the lack of class teachingvalue of life, which includes the utilitarian teaching objective, the teaching contents basedon science knowledge, the unified infusion of teaching mothed and the apathy of relationshipbetween teachers and students. And then analyzing the reasons which lead to the lack of classteaching value of life, including the lack of spirit of self inner world, the counterbalance oftraditional concept of knowledge, The popularity of technical rationality and the restrictionof traditional teacher’ dignity.The second part: This part clarified the connotation of the class teaching value oflife. First, the essence of class teaching, value, life and the value of life is defined. Second,the paper clarifies the connotation of class teaching value of life from the though ofecological philosophy. That is to say, the class teaching value of life is a relationshipbetween the subject of value (teachers and students, especially means students) and theobject of value (the teaching contents and the teaching environment) which can meet thestudents’ safety need, belonging need and love need, esteem need, cognition need, aestheticappreciation need and self-actualization need. There is another saying that the class teachingvalue of life is an existence of relationship, entirety and process. The class teaching value of life is consist of students, teaching contents and teaching environment, which is adaptive,generative and self-organized.The third part: This part analyzes the realization conditions of the class teachingvalue of life based on the analysis of connotation of the class teaching value of life, need,experience and the viable class teaching. In terms of the realization conditions of the classteaching value of life, need is the precondition, experience is the basic method and theviable class teaching is the specific approach.The fourth part: This part put forward the relational principle, integral principle anddevelopment principle of realizing the class teaching value of life on the basis ofcomprehensive analysis. And then proposes six standards to check whether the class teachingvalue is realized or not. Teachers and students are the main subject of evaluation, and theycan evaluate the realization of the class teaching value of life by the students’ verbalexpression and behavioral expression.