Study On High School History Life-oriented Teaching

In the three years since the fight against the new crown epidemic,there have been local outbreaks of varying degrees in various regions.Most people will be affected by the epidemic,and their lives have changed dramatically because of the epidemic.It can be said that the fight against the new crown epidemic will inevitably become history,part of the collective memory.Although it has been released,the new crown epidemic is not far away.In this context,studying the module "Medical and Public Health" is very relevant for the times.2022 is the first year of national popularization of optional compulsory courses,and there are bound to be a lot of problems in teaching.During the author’s internship,through interviewing teachers and observing classroom teaching,I explored the problems existing in the daily life teaching of optional compulsory course II.Combined with the internship experience,taking the unit of "Medical and Public Health" as an example,it is found that the problems that hinder the teaching of historical life are: the teaching materials are highly professional and the preparation is more complicated,resulting in certain teaching difficulties,resulting in teachers who are too professional in teaching,the pressure of lesson preparation is high,it is difficult to flexibly complete the content required by the course standard,and they have to carry out stylized mechanical teaching according to the knowledge in books.Under such circumstances,some students have difficulty reading textbooks and lack interest in classroom learning due to poor foundation in general history.During the internship,the author interviewed the front-line teachers,observed the classroom extensively,and understood the current situation of senior two teaching.Find out the problems and difficulties in the life-oriented teaching of Medical and Public Health.Based on the characteristics of the compilation of Elective Course 2,it is found that there are some problems,such as unclear clues,lack of historical details and over-specialized teaching content.In the teaching of teachers,teachers lack relevant knowledge and teaching experience,and the lack of theme in teaching leads to scattered teaching content.In students’ study,students’ general history foundation is not solid and they lack learning motivation.In view of the above problems in life-oriented teaching,we can solve them from three aspects: before class,during class and after class.Teachers should prepare for life-oriented teaching before class,change the educational value and prepare lessons for a long time.On the basis of enriching the basic knowledge system,determine the teaching theme,and skillfully use the learning plan to guide students’ autonomous learning.In the classroom process,teaching content is combined with life experience to solve the problem of strong professionalism of teaching content.The teaching content is linked with the theme of the times,which strengthens the connection between history and reality and enhances the internal driving force of students’ learning.Teaching content is linked with local history,enriching historical details.Arrange life-oriented problems after class,organize life-oriented activities,and emphasize that students transfer what they have learned to real life.Through the above teaching strategies,the life-oriented teaching of Medical and Public Health is completed.