| Since the founding of the People's Republic of China,China's basic education has experienced eight curriculum reforms.In order to adapt to the new requirements of social development for talent training mode further,and promote the development of quality-oriented education actively.The Eighth Curriculum Reform that is still advanced would solve the fundamental problems such as "for whom to train".The concept and practice of "Life-oriented Teaching",which combine teaching and life,are coming into being.As a pilot,the reform of the college entrance examination which began in Shanghai and Zhejiang Province since 2014.History Curriculum Standard in Senior High School(2017 Edition)were issued in 2018.These make the direction and objection of the reform about senior high school history curriculum more explicit,and brought unprecedented opportunities and challenges for the implementation of life-oriented teaching.In order to understand the content of "Life-oriented Teaching" accurately and "History Life-oriented Teaching",the author studied the theory of "life education" that be created by Tao Xingzhi.From the angles,such as college entrance examination reform,curriculum standard and other aspects,it made feasible to realize history life-oriented teaching.On the basis of further enriching the theoretical connotation of life-oriented teaching,the study would attempt to integrate the development of students' core quality of history into life-oriented teaching practice,and solve the practical problems and puzzles in teaching,learning and examination at the present stage.At the same time,the study would summarize the problems in the process of life-oriented teaching to make it more operable.Based on the literature method research,the study used questionnaire survey method to enhance the pertinence and feasibility of the implementation of countermeasures.Some teachers and students have be investigated in four senior high schools in Zhangjiakou City,Hebei Province.It would understand their recognition,attention,participation and satisfaction about history life-oriented teaching.At the same time,the study would statistics and analysis the result data with the help of SPSS statistical software to summarize the problems and factors.Finally,it will propose the targeted countermeasures.Now,some achievements were made in the history life-oriented teaching,but the situation is still severe in the future.It will become a long-term and arduous teaching practice process.The results of the questionnaire show that teachers and students hold a positive attitude towards the three aspects such as willingness,attention and satisfaction to life-oriented teaching.They also have a high degree of recognition as a strong guarantee for the promotion of history life-oriented teaching deeply.However,in the actual teaching,teachers' superficial understanding and students' fuzzy cognition of life-oriented teaching concept,parents' rejection of life-oriented teaching,teaching conditions and the limitation of teaching time become hindrances to the history life-oriented teaching.The difference of teachers' professional quality and teaching level will also affect it.In addition,the emergence of "Super high school" such as Hengshui High School of Hebei and social training and counseling institutions has made the students' learning more purposeful.Some students would strengthen their ability to solve problems in the exam,rather than spend time and energy to cultivate their problem-solving ability.The study aims to enhance the students' interests and learning ability in the short term,and to cultivate the students' lifelong learning concept and enhance the students' humanistic literacy as along term.At the same time,with the life-oriented teaching platform,the educators will be encouraged to explore the more paths of China' basic education.Of course,there is still a great lack of research work in the concept of teaching,suggestions,statistical methods and so on.The study would continue to improve in the future. |
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