Applied Research On The Life-oriented Teaching Of High School History

Education comes from life and higher than life,teaching can’t be separated from life and exist independently. With the advance of the new round of education reform,development and life goals are valued,the voice of "education return to life" is increasing day by day, the theory research on the life-oriented teaching has become more and more perfect.Only by combining teaching and life, can we develop the excellent talents to adapt to the real life, realize self-value and contribute to the society, promoting social progress and development.The life-oriented teaching in history is that "life" always through history teaching, the use and selection of teaching objectives, teaching content, teaching methods, teaching resources, teaching evaluation are all organic combine with real life,and it must establish the concept of the life-oriented teaching,In the teaching process, the student’s life experience is concerned, so that the history is close to the reality, and the improvement of students’living ability becomes the standard of teaching evaluation,realizing the positive interaction between teaching and life,and promoting the development of history education.The realization of the life-oriented teaching is not only the requirements of conforming to the current education reform in our country, realizing the value of history subject, and giving play to the function of history education,but also the requirements of solving the current predicament of history teaching situation, promoting the development of high school students’ physical and mental health.In order to know the current situation of the implementation of the life-oriented teaching in history, the author conducted a survey and interviews with teachers and students in four senior high schools in Ganzhou City, Jiangxi Province,and the result shows:teachers and students generally accepted history teaching in life, realized the necessity and significance of implementing the life oriented teaching, teachers were willing to try the life oriented teaching, students are generally welcome.But the application of the life-oriented teaching in the history class is not optimistic,students’subjective intention of history learning is not strong,to the actual function value of history,students lack of understanding,their living needs are ignored in the history class,teachers are lack of attention about the connection between history and life in the actual history teaching.In addition, affected by the teaching system, the quality of teachers,the actual conditions and other factors, the implementation of the life-oriented teaching is facing many difficulties.In view of the current high school history teaching situation is not optimistic, history teachers should try to overcome difficulties in the process of teaching,they should establish the philosophy of the life-oriented teaching,and they would take teaching practice in the process of preparation, lectures, assignments and teaching evaluation.First of all, in the process of preparing lessons, teachers should understand the existing knowledge and life experience of the students, to formulate the life-oriented istorical classroom teaching objectives, to tap the life of curriculum resources;In the class process, the classroom into the "life", creating the life of the historical context, to let the teaching language "life", to establish equal relationship between teachers and students;Secondly, teachers should arrange the life-oriented history homework and improve the students’ practice ability; Finally, teaching evaluation methods should be diversified,and teacher should pay attention to fostering students’ability of life.