The Practice Research On History Life-oriented Teaching In Middle School

Education and the curriculum returning to the real life is the main objective during the contemporary education reforms. Based on this, a new round of basic education course reform in China attaches great importance to the relationship between education and life, emphasizing the close relationship between the course content and students’ real social life. This is becoming the origin and the ultimate aim of life-oriented history education. As a conception or a mode to guide teaching, life-oriented history education has been applied and developed in the the perspectives of theory construction or teaching practices. Many scholars and teachers reviewed and summarized this teaching mode, but there are shortcomings on the implementation, especially in the status quo and effect of the teaching practices. Therefore the thesis elaborated the concept of life-oriented history education in the context of new curriculum reforms, probed into teaching practices combined with the investigation.This thesis can be divided into five parts:The first part is the introduction. The introduction bring forward the origins and significance of this practice research on life-oriented history education, including the analyzes of research status of home and abroad, the innovations and methods of this research.The second part is theory research on life-oriented history education. This part mainly defined some notions about life-oriented history education from the theoretical perspectives and summarized the basic principles and approaches towards history teaching.In the third part, the thesis investigated the status about life-oriented history education. Based on survey data, this part mainly investigated the status and effects of life-oriented history education implementation, then summarized the advantages and shortcomings during the implementation process.The fourth part is based on practice, which described the realization and cognition of life-oriented history education. Combined with the first two chapters, this chapter summed up the concrete thoughts of teaching design, probed into the teaching process to strengthen the effects. At last, this thesis further investigated and fixed the understanding and drew a conclusion.The fifth part is conclusion, mainly on the foundation of above-mentioned issues, clarified the perception and outlook of life-oriented history education.