Research On Life Education In Middle School Chinese Teaching

After more than ten years of new curriculum reform,middle school Chinese education has made some achievements.However,there are still some problems in our middle school Chinese education,such as the promotion of quality education and the reduction of students' schoolwork,which have not been fundamentally solved.Some middle school Chinese teachers,facing the pressure of entering school,are pursuing exam results too much,which makes their practice and the original intention of educating people go further and further away.What kind of education is the essence of returning to education? The essence of education is to shape people's mind and cultivate students' noble sentiments.The essence of education is to pay attention to human development.Therefore,the initial intention of returning to education is closely related to life education.As a middle school language teacher,we must attach importance to and insist on the implementation of life education in language teaching,teach students in accordance with their aptitude,pay attention to each individual life,so that each child's life consciousness can be enhanced.In the process of carrying out the research on life education,this paper mainly adopts three research methods: one is literature analysis.Based on the theory of life education,this paper collects some relevant documents and materials to discuss and implement the Chinese life teaching in middle schools.The second is the teaching case analysis method.Taking the Chinese textbooks of the People's Educational Press as the research center,this paper explores how to carry out life education in middle school Chinese teaching through the analysis of the texts rich in life education resources.The third is the method of investigation and research.Through the investigation and research,we can get the report of the investigation results,so as to sum up the experience and find out the shortcomings of life education in middle school Chinese teaching.This article mainly carries on the research from the following four parts:The first chapter mainly studies the life education resources in the middle school Chinese textbooks.These life education resources provide rich foundation and feasibility for middle school Chinese teachers to implement life education.Firstly,it presents a report on the research results of implementing life education in middle school Chinese classroom,which proves that it is necessary for middle school Chinese teachers to fully tap and utilize the life resources in the textbooks.Then,it sums up the rich content of life education materials in the textbooks ofmiddle school Chinese people's teaching press.Finally,we discuss these chapters in three aspects.One is to develop self-life education resources,the other is to care about social life education resources,and the third is to care about natural life education resources.The second chapter mainly discusses how to make use of life education resources in middle school Chinese textbooks.How do middle school Chinese teachers develop and utilize life education resources in textbooks? The strategy,guiding ideology and principles of development and utilization are introduced.In the process of implementing life education,what are the requirements for the implementers? What are the requirements for middle school students and their family members? What are the requirements for school and social environment?Especially,several methods of exploiting and utilizing life education resources,such as stimulating imagination,contextual experience,empathy,role experience,appreciation discussion and personality experience,are analyzed in a case-by-case way.The third chapter mainly discusses the specific cases of middle school Chinese teachers' life education.This paper probes into the practice of life education from two aspects of reading and writing in middle school Chinese teaching.Firstly,taking the text "Spring" as an example,the teaching case of how to implement caring for natural life is launched.Then,it analyses the case of how to implement life teaching in writing class.Finally,through two teaching practice activities,combined with students' feedback,analysis of the implementation of middle school language life education teaching effect.The fourth chapter mainly discusses the process of the implementation of life education problems and Reflection on issues related to.First,in the process of life education,we should pay attention to every individual life;second,in the implementation of life education,as a teacher,we must transfer life education to students in the teaching of words and deeds;third,when teachers implement life education in classroom teaching,we must return the focus of attention from books to people themselves.Let students truly understand the value of life.The implementation of life teaching in Chinese teaching in middle schools is a very necessary and operational thing.Of course,it is also a long and complex process,which requires the unremitting efforts of language educators,as well as the cooperation of schools,families and middle school students.Every Chinese educator should set an example and deeply infect students with the idea of loving andcherishing life.Whether in classroom teaching or outside classroom teaching,students should be consciously guided,while slowly cultivating students' feelings of perceiving life,caring for life and loving life.A strong young man makes a strong country,and a progressive young man makes a country progress.The implementation of Chinese life education in middle schools is related to China's future development and progress.