On Life Education Class And Its Construction

Life education is an educational concept that promotes the healthy growth of teachers and students,it should be run through every aspect of school education,especially in classroom teaching.Life education class is the ideal class in the vision of life education,and it is also the main position for school to implement life education.The fundamental objectives of life education class are to implement life education concepts and principles,present life education ecology,awaken teachers and students' life awareness,stimulate their life potential,enhance their' life state,and promote the development of their lives.In this sense,life education class is qualified with humanistic care and the vital significance of pedagogy.Examining contemporary class trend,classroom instruction attaches most importance to examinations,value orientation is based on utilitarianism,teaching content is knowledge-oriented,teaching methods are inculcated,teachers are authoritative to control the relationship between students and themselves,education issues such as “departure from life” is commonly seen,and the actual classroom has alienated the lives of teachers and students.Therefore,taking the analysis of ancient and modern Chinese and foreign scholars' thinking about life education and its class as the starting point,combing the development of the life education class,this study explores the basic characteristics of the life education class,puts forward the pursuit of life education class,and finally construct a “life presented” class model.The “life presented” class model will promote the growth of teachers and students,improve their life status of teachers and students,and return to the origin of classroom instruction.This study is first introduced the research background,the significance of the study,and the research methods.The alienation of instruction teaching in the context of exam-oriented education,the urgent need to transform instruction teaching model in the context of “post-figurative culture area”,and the calling for the "life presented" class in modern primary and secondary schools make the study and implementation of life education class inevitable.After a detailed literature review and combing the theoretical and practical significance,this study applies the literature research method and qualitative analysis method to explore the the “life presented” class model.Secondly,analysis literature review,which sorts out the domestic research course of life education class in the past 20 years.The research of life education can be roughly divided into three phases.In the 1990 s,Ye Lan's call for “leaving the class to vitality” marked the birth of the concept of life education class;after the integration of emotional education and happiness education,the concept of life education class was gradually enriched;in the 21 st century,the terminology “life education class” was put forward formally with the continuous deepening of research.Once more,explores the basic characteristics of life education class.The basic characteristics of the life classroom are mainly reflected in the following five aspects: the presence of life in the value orientation,the teaching content,the teaching method,the teaching process,and the teacher-student relationship.Next,establishes the division of the value pursuit of life education class.The value pursuit of life education class is mainly divided into the following three stages: the primary stage is the student's flexible use of basic scientific and cultural knowledge;the intermediate stage is the development of intelligence and ability,especially students' practical and innovative abilities;the advanced stage is the viability of students with excellent life quality and state of life.Then,proposes the construction strategies of life education class.The construction of life education class needs to ensure the presence of life which is a logical premise,form a cognitive system from the perspective of life,clarify the dialectical relationship in the teaching process,create discourse patterns of life concern between teachers and students,and present a teaching process that guidance without teaching and enlightenment without telling,and establish a learning community of teaching expertise.Finally,mainly elaborates the comprehensive guarantee of life education class research.In the future,the life education class study needs the combination of academic strengths of the university and the first-line education practice.It is also necessary to combine theoretical research and practical research in the research process.Also,further studies need to combine the domestic and foreign academic forces,consider both the classical education theory and the current instruction teaching,and link government policies with class development trends.