Research On The Life Education Of Ideological And Political In High School

Education is the process of the growth process of life. It is laden with theimportant responsibilities of teaching knowledge、developing wisdom and moist life.The development of life depends on the power of education. In the exam-orientededucation system, our education tend to attach importance to knowledge and students’academic performance, and neglect the cultivation of moral quality and thestudents’emotional change of life. So that some high school students choose to harmthem and disregard for life because of the university entrance exam pressure. This isnot only the disadvantages of the exam-oriented education system but also reflects thelack of life education in the school. At present, more and more scholars and educationworkers begin to pay close attention to life education. Many schools have also begunto explore an effective way to implement life education. But, the life educationassociated with specific subjects, especially the thought political lesson study isrelatively small. Thought political lesson is not only a teaching theory discipline is alsoa moral education course. It has responsible for the training students’ good ideologicaland moral qualities and values, So this article puts forward the implementation of lifeeducation in the high school thought political lesson teaching.The article main context can be divided into the following several parts:The first part: it expounds the research background and significance of lifeeducation in political lesson teaching and summed up the United States, Britain, Japanand other foreign life education implementation situation. In domestic life educationresearch, the meaning of life education, content, strategy and so on were summarized.The second part: it simply defines the connotation of life education. according tothe connotation,this paper argues that the implementation of life education should bemainly from the natural life、sprite life and social life education. And in order to betterachieve the purpose of life education, the teachers should follow the rules of thedevelopment of the students’ life in the process of teaching and pay attention to the lifeof teaching content, teaching methods of emotional and practical principles.The third part: the life education whether can implement or not in the high schoolthought political lesson is the base of this study. In this part the author analyzes it from two aspects: the necessity and feasibility. Firstly, it expounds the needs of thedevelopment of high school students’ mental health、the nature of the ideological andpolitical course the new curriculum reform requires to explain the necessity. Secondly，According to the analysis of the current education policy, the experience and thethought political lesson content associated with the life education to illustrate thefeasibility.The fourth part: firstly, it explore the life education in the high school thoughtpolitical lesson teaching implementation and found that many schools have put the lifeeducation into the school-based curriculum and some ideological and political teacherhave implemented the life education in the teaching. But there are also some problems.For example, the teachers lack of understanding of life education, ignore the students’life experience and the students’ personalized, curriculum evaluation of life ignorestudents’ life quality and so on. The author thinks that the root cause of these problemsinclude that: a the schools and teachers do not take the life education, inadequate to therelevant material content mining, single thought political lesson teaching way, theevaluation problems related to ideological and political course.The fifth part: According to the problems existing in the fourth part, the authorhas carried on the strategy to explore life education. Firstly, she thinks that the school,teachers and parents should strengthen the concept of life education. Secondly, theteachers should fully tap the ideological and political teaching materials related to thelife education content. Due to the use of teaching methods directly affects the teachingeffect, the article puts forward the use of case teaching method, the experience typeteaching, practice teaching in order to better penetrate life education. At last, it shouldcreate the evaluation criteria of moral education. It advices that in the thought politicallesson the curriculum evaluation should pay attention to the evaluation content ofrespect for life, pay close attention to the development of life evaluation anddifferences.