| The "Ideological and Political Curriculum Standards for ordinary high Schools(2017 edition,2020 revision)" clearly proposes to adopt a comprehensive teaching form created by the context,and stipulates that the core accomplishment goal of ideological and political disciplines is to see whether students can use the subject content to deal with problems and challenges in various complex social life situations.Life-based teaching conforms to the requirements of the new curriculum standards,and at the same time,the use of life-based teaching is a practical need.Starting from the autumn semester of 2022,all provinces in China have implemented the unified edition of new teaching materials,which are fresh for teachers and students,and are characterized by strong theoretical content and deep level.It makes how teachers teach and how students learn become an urgent problem for front-line teachers to study and solve.This paper mainly includes the following four parts:The first part discusses the relevant overview and theoretical basis of life-based situational teaching.Firstly,it discusses the concept of situational teaching,situational teaching and life-based situational teaching.Secondly,it summarizes the characteristics of life-based situational teaching,such as authenticity,sensibility,development and life.Finally,it discusses the theoretical basis of Marxist epistemology,constructivism learning theory and Dewey’s pragmatism theory.The second part mainly discusses the necessity and basic requirements of applying life situation teaching in high school ideological and political lessons.This paper expounds the necessity of using life-oriented situation teaching from four aspects: cultivating students’ core quality of subject,developing activity-based subject curriculum,conforming to the design features of the new textbook and improving students’ advanced thinking ability.Based on the teaching objective,teaching content and teaching process,this paper expounds the requirements of applying life-oriented situation teaching.The third part is to investigate the application of life-oriented teaching of high school ideological and political class by means of questionnaire survey and teacher interview,to find the existing problems from the survey results,and to analyze the causes of the problems.The existing problems mainly include four aspects: the material of life-oriented situation is divorced from students’ life,some students are not enthusiastic enough to participate in life-oriented situation,the creation of life-oriented situation lacks affection,and the evaluation content of life-oriented situation is not perfect.The existing reasons include some teachers’ shallow understanding of life-oriented situation teaching,some teachers’ failure to update teaching concept,some teachers’ simple way of creating life-oriented situation,and unsound evaluation dimension of life-oriented situation.The fourth part,according to the existing problems in the application of life-oriented situation teaching in high school ideological and political courses,combined with the unified edition of high school ideological and political compulsory second "Economy and Society" put forward the corresponding application strategies,through strengthening the theoretical study of life-oriented situation,accumulating materials of life-oriented situation,and paying attention to students’ actual life to improve teachers’ attention to life-oriented situation teaching;Carry out the student-oriented concept,connect students’ life experience,improve students’ practical ability to realize the main body of students,based on the life situation implementation key;Optimize the creation of life situation from the aspects of life problems,life examples,activity experience,language rendering;Finally,we improve the evaluation of life-oriented situation from two aspects: the performance evaluation of students in activities and the implementation effect evaluation of teachers’ life-oriented situation... |
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