A Practical Study On The Life-oriented Teaching Of High School History

The theory of life-oriented teaching has been studied at home and abroad for many years,from Rousseau's "natural education" theory to Dewey's " life-oriented teaching" to tao xingzhi's "life is education",which constantly promotes the development of historical practice in middle schools.Along with the new round history curriculum reform goal proposed,the high school history teaching also faces the new challenge and the new question.The new curriculum reform requires that the history teaching should be close to the students' actual life,fully reflect the growth needs of students,and promote the active and lively development of each student.From the perspective of current high school history teaching practice,on the one hand,under the influence of exam-oriented education,there are still phenomena such as classroom teaching is divorced from life and extracurricular activities of history are ignored in high school history classes.On the other hand,some teachers have a misunderstanding of the concept of life-oriented teaching of history and have an incomplete grasp of its connotation and original meaning.These are not conducive to the cultivation of students' consciousness of discovering the law of historical development from life,as well as their ability to analyze social phenomena and solve social problems.In this paper,combined with the direction of the new curriculum reform,the other scholars in this paper about "life education" theory and "the high school history teaching life" based on the research literature,by the methods of literature review,empirical analysis and other research methods,in-depth analysis of the current problems existing in the high school history teaching practice life,and proposes the corresponding improvement measures and countermeasures.