Investigation And Research On The Application Of Life-oriented Teaching Method In The Teaching Of Economy And Society

With the deepening of the new curriculum reform,life-oriented teaching has become a common understanding.The Ideological and political Curriculum Standards for ordinary high schools(2017edition,2020 revision)put forward that it is necessary to cultivate the core literacy of ideological and political subjects of students.If the core literacy wants to take root,it must connect teaching with life,base on the actual life of students,and help students apply the knowledge they have learned to the current life and future life.Gradually cultivate students’ correct values,essential qualities and key abilities.From this point of view,it is necessary to apply the life-oriented teaching method in high school ideological and political lessons,but the author found that there are still many problems in the application of life-oriented teaching method in high school ideological and political lessons according to the experience of education probation and practice.Therefore,taking "Economy and Society" as an example,the author uses questionnaire survey,interview and other methods to analyze the problems and reasons existing in the application of life-oriented teaching methods in the teaching of "Economy and Society",and puts forward targeted strategies.This thesis consists of four parts:The first part is the introduction,including the research background,research significance,research status at home and abroad,research ideas and methods.The second part is a theoretical overview of the application of life-oriented teaching methods in the teaching of Economy and Society,including the definition of relevant concepts and theoretical basis of life-oriented teaching methods,and the characteristics and significance of its application in Economy and Society.The third part is the analysis of the current situation of the application of life-oriented teaching method in the teaching of Economy and Society,including the results achieved,the existing problems and the reasons for the existing problems.Through questionnaire survey,interview and classroom observation,it is analyzed that the main achievements are that the life-oriented teaching concept has been unanimously recognized by teachers and students,and to a certain extent,it has improved students’ enthusiasm in classroom participation and the ability to connect theory with reality in life.However,the existing problems are also more prominent,including unreasonable setting of teaching objectives,improper selection of teaching content,lack of life atmosphere in teaching process and teaching evaluation method is too simple.Finally,from the teachers,students,schools and exam-oriented education and other aspects of the analysis of the causes of these problems.The fourth part,aiming at the above problems and reasons,puts forward the optimization strategies of life-oriented teaching methods in the teaching of Economy and Society,including establishing life-oriented teaching objectives,selecting life-oriented teaching contents,constructing life-oriented teaching process,improving life-oriented evaluation system and improving teachers’ life-oriented teaching quality.