Implementing the teaching method of life-oriented teaching concept can better cultivate students' learning ability, cultivate people who are more practical and can survive in society, rather than princesses living in ivory towers, so that they can understand the world more intuitively and cultivate normal life values and world outlook. The following is the application analysis paper of the life-oriented teaching concept I collected for you. Welcome to read for your reference.
The concept of life-oriented teaching is put forward under the background of national education reform, which is a brand-new teaching concept and is currently in the research and development stage. Firstly, the theoretical concept of life-oriented teaching is expounded, and its important role in high school history teaching is explained. Then it talks about its teaching means and application methods in history class, and finally expounds how the concept of life-oriented teaching is applied in the actual history class in senior high school.
Keywords: life-oriented teaching concept; High school history; Teaching; Teaching means; vital functions
With the support of China's current education situation and national education policy, quality education and curriculum reform put forward higher requirements for history teaching in senior high schools. However, the unchangeable mode in our domestic education today is that teachers speak in front of the stage and students listen in the audience, which limits the development of students and is not conducive to the expansion of children's innovative consciousness and thinking. In order to make students have strong dependence and sustainable self-development ability, this traditional education method can not meet the needs of modern social development at all, let alone the needs of history teaching in senior high schools today.
First, the meaning and connotation of life-oriented teaching concept in history teaching in senior high school
History education plays an important role in school education and teaching. A nation without its own history is like a body without a soul. This is enough to prove the importance of students studying history. But nowadays, students generally think that history is a long time ago and has no important role in today's society and their work and study. So they are lazy and lazy in studying history, and the classroom atmosphere is not active. Students study history only for the pursuit of exam results, which deviates from the original intention of the establishment of history. The concept of life-oriented teaching is put forward under this premise.
Life-oriented teaching is to link history classroom knowledge with students' real life, such as the opium extermination in Humen and the eight-year war of resistance between China and Japan. All these are related to the development of today's society, which stimulates students' interest in learning historical knowledge. It is a teaching idea based on the development of today's society and students' own reality. The second is to better reflect students' life, guide students' life and serve their healthy growth.
Second, how to integrate the concept of life-oriented teaching into history teaching
In today's classroom history teaching, teachers still adopt traditional teaching modes and teaching methods, and classroom explanations and assignments are boring, which makes it difficult to stimulate students' interest in learning history. High school students have long been tired of this unchangeable teaching mode, and they are more eager to pursue the passion in the classroom and the publicity of their own personality. Therefore, teachers should change the traditional teaching concept and introduce the life-oriented teaching concept.
1. Teachers should integrate life-oriented historical content into history teaching. For example, during the opium destruction in Humen and today's anti-smoking activities, students were told about the dangers of smoking and played relevant videos to warn them. There is also the Sino-Japanese War. Teachers should popularize the current Sino-Japanese situation, Sino-Japanese exchanges and other forms of diplomacy to students, create a good history classroom atmosphere, and let students realize that learning history is not boring.
2. Pay more attention to practical teaching. In daily life, students are also interested in Sino-Japanese relations, economic development and the Iraq war. In view of this phenomenon, teachers should contact current events in daily history teaching, and take various activities such as current events competition and defense theory to improve students' interest in learning history.
3. Adopt situational teaching method. In the process of education and teaching, teachers create similar scenes adapted to the teaching content.
4. Open teaching methods allow students to participate in some activities related to history, such as visiting history museums, sweeping graves in martyrs' cemeteries, looking for the marks left by the Nanjing Massacre, and so on. Let students feel their patriotic feelings more strongly and get rid of the situation of empty talk in history class.
Third, change the traditional concept of education, with
Life-oriented teaching language According to the current educational situation in China, test scores are often more important than students' personality, communication skills and hobbies, otherwise there will be a college entrance examination. Thousands of troops crossed the wooden bridge? Just say it. Therefore, in the educational reform, we should pay more attention to the development of students' own personality and hobbies.
In learning, history is as rigorous a subject as mathematics. Teachers' rigorous teaching methods and academic teaching language will make students feel that history class is just a reading class of historical materials and boring in the process of learning historical knowledge. Therefore, teachers should change the original teaching language and adopt some living teaching languages to make history lessons more vivid and interesting, so that history is no longer out of reach and is more closely related to our daily life.
Fourth, improve teachers' self-cultivation and teaching level.
Teachers should, according to their own situation, contact students' performance in history classroom teaching, and formulate teaching methods that are more practical for students and closer to life. Teachers should make full preparations after class, consult relevant literature and video materials, consult some teachers with deep qualifications and good reputation, and jointly explore and study better teaching methods with the life-oriented teaching concept.
Moreover, it is necessary to deepen the understanding of the content of history textbooks, pay attention to the emotions needed in classroom explanations, pay attention to the ways of expressing their feelings, connect with the reality of life and current affairs of the country, and adopt various teaching methods such as activity teaching, multimedia teaching and role-playing activities. In order to achieve better teaching effect. Correct your mistakes in teaching mode, create the best historical situation, attach the richest emotional expression, pay attention to the promotion and suppression of your tone, mobilize students' emotions, and improve from time to time in order to achieve the best.
Concluding remarks
High school is an important growth period of life, and students have begun to think rationally and calmly, which is an important period for students to know themselves and shape themselves. Implementing the teaching method of life-oriented teaching concept can better cultivate students' learning ability, cultivate people who are more practical and can survive in society, rather than princesses living in ivory towers, so that they can understand the world more intuitively and cultivate normal life values and world outlook.
References:
[1] Song Jinguo. On the Hierarchy of History Teaching in Senior High School [J]. Science Public, 2009(02).
[2] Han Liqun. Exploration and Practice of History Teaching in Senior High School under the New Curriculum Standard [J]. Internet Wealth, 2009 (1 1).
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