Research On Strategies Of The Instruction Of Life And Phylosophy In Senior High School Promoting Learning Transfer

In our daily life, Transfer Phenomenon could justify some commonly-heard pieces of cases, such as the ability to learn by analogy, to hear one point and know the ten sequences and to gain mastery comprehension, etc...One of the underlying aims of scientific education and instruction is that students apply the knowledge, methodology and know-how they have acquired to latest study, life and work and transform into their own ability. Currently, there has been a prevalent phenomenon in middle school philosophical instruction that teachers instill concepts, principles and methods while students learn philosophical knowledge by rote, which results in the consequence that students cannot effectively extract and exploit relevant information to attain effective transfer of knowledge and thinking or cope with practical problems in study and life during the practical operation and application process. It requires us to give a systematic reflection over the middle school philosophical instruction on how to guide students to further explore philosophical implications, enhance philosophical literacy so as to fulfill the ultimate goal of satisfying both sides of education humanity and ability by encouraging students to actually love and do well in philosophy and know how to apply it in life and how to learn.Philosophical education should be focused on students’ development. Not only shall philosophical knowledge be imparted to students, but at the same time of knowledge instruction, the philosophical thinking should be inspired, attentions should be paid on development of students’ psyche and thinking, and their overall quality and development should be promoted. This paper sets foot on philosophical modular teaching. Embarked on analysis of the existing problems within middle school philosophical instruction in the aspect of learning transfer, it expounds the significances of philosophical instruction promoting learning transfer. Next, a theoretical and practical explorative discussion is made in both dimensions of horizontal and vertical transfers, and corresponding strategies for implementation are raised. Finally, an explorative discussion is made on the new proposed requirements for teachers, students and teaching methods during the strategy implementing process, in order that methodological guidance is available for effective and orderly implementation of the strategies of philosophical instruction promoting learning transfer.