Research On The Application Of The Life-based Teaching In Ideological And Political Courses In Senior Middle School

Quality education has become an inseparable part of education,and with the deepening of the new curriculum reform,it has become a consensus that the concept of life should be integrated into the education process.The traditional teaching of high school ideology and politics focuses on the immediate academic performance of students,with little regard to their expectations for their future lives.The concept of life-based teaching in high school ideology and politics follows the general laws of education,while no longer confined to the previous teaching paradigm,the specific events that occur or do not occur in life,and combined with the subject position of students,continuously matching the life-based teaching content with students’ life experience,constantly cultivating their hobbies from life,and the knowledge in the textbook is no longer dull and silent,but transformed into vivid life-based content.Based on this,life-based teaching will lay out a guiding beacon for students to learn,innovative learning development concept,students’ endogenous learning kinetic energy is also effectively enhanced,the life world that should belong to students is returned to them,and students solve practical life problems,an important landing point of teaching is also solved.As mentioned above,the concept of using life-based teaching in high school ideology and politics class is a necessary way to enhance the effectiveness of teaching.Nowadays,there is a certain amount of basic theory and practical experience in the use of life-based teaching in high school ideology and politics class by continuously exploring new methods and new contents,but there is still a need for continuous improvement.According to the logic of the concept of life-based teaching,this paper firstly focuses on three concepts: life,life-based teaching and life-based teaching in high school ideology and politics class,followed by the theoretical basis and necessity of its application based on the relevant contents of life-based teaching in high school ideology and politics class.Then,the research methods of interview,observation and questionnaire are applied to investigate the views and positions of teachers and students on the use of life-based teaching in high school ideology and politics classes.After analysis,it was found that there are problems in using life-based teaching in senior high school ideology and politics class,such as unclear teaching concept,single evaluation method,low motivation of students,and teachers’ ability to improve.In addition,the four dimensions of teaching philosophy,evaluation system,students and teachers in high school ideology and politics classes are used to analyze the reasons that hinder life-based teaching.In the face of the existing problems,according to the cultivation goals of the new curriculum reform,there are the following specific strategies to deal with them: improving the teaching concept of life-based teaching on the basis of practice;exploring a feasible evaluation system of life-based teaching;guiding students to actively participate in life-based teaching through multiple channels;and improving the professional quality of high school ideology and politics teachers in all aspects.