The Analysis Of Life Oriented History Teaching In Ordinary High School

A new round of the basic education curriculum reform aims to change the traditional “teaching” of teachers and “learning” of students, adhering to “student oriented”, returning education to life. It hopes the students to participate in the classroom with their existing knowledge and experience, and effectively use the various resources, making the class be richer and more colorful. However, in the actual teaching process, the high school history teaching still has the problem that it is out of touch with social reality and the actual demands of students, as well as it is estranged from life and society, such as paying more attention to teaching knowledge, too difficult, complex, partial and old course content, too rigidly adhering to the knowledge on books, receptive learning and mechanical training by rote that is emphasized in the teaching process, curriculum evaluation too much stressing the function of selection, and so on. It becomes a worth pondering and exploring problem that how to change these predicament and let the high-school history course be “life-based and students-oriented” class. As the idea of new curriculum, “returning education to life” suit to this thought. So, “life-oriented history teaching” is a valid way to enhance teaching effectiveness and get out of the predicament of teaching.Guided by the new curriculum reform idea, based on the result of “life-oriented teaching” and “history life-oriented teaching”, and combined with some teaching cases, this thesis analyzes the problems existing in the ordinary high school history life-oriented teaching, and puts forward the countermeasures and suggestions. Except for the introduction and conclusion, this article includes four parts:The first part defines the definitions, which mainly narrates the concepts of life, life-oriented teaching and history life-oriented teaching, etc.The second part is the meaning of high school history life-oriented teaching in new curriculum, which mainly includes four parts – promoting the smooth development of the new curriculum reform, being conducive to reflect the value of history, being conducive to improve the professionalism of history teachers, and being conducive to the comprehensive development of students.The third part is the investigation and analysis of high school history life-oriented teaching, which includes two parts- survey results statistics and the analysis of the reasons of the existent problems of high school history life-oriented teaching.The fourth part provides the countermeasures to high school history life-oriented teaching, which mainly includes four aspects – improving history teacher’s life-oriented teaching skill, strengthening students’ correct realization to the importance of their development, establishing life-oriented teaching method and evaluation system, and improving school’s software and hardware facilities.