Teaching materials are one of the most effective carriers for implementing life education. We believe that life education should be accompanied by the growth of students, and imperceptibly carry out seamless education. So we use primary school textbooks to infiltrate or implement life education. Some subjects are explicit courses of life education, and the course content is directly related to life education, such as Morality and Society and Physical Education and Fitness. Some subject courses are not directly related to life education, but belong to hidden courses, such as Chinese, music and art. Chinese can play the role of teaching by writing, penetrate human education and humanistic consciousness, and enhance students' understanding of the value and significance of life; The structural beauty, harmonious beauty and life connotation of mathematics have the same effect; Art subjects such as music and art can teach students to appreciate the beauty of life.

In order to better penetrate life education in these subjects, we have carried out the following practices and explorations.

Study teaching materials to find the infiltration content of life education. On the basis of studying the teaching materials, organize teachers according to disciplines, find out the teaching materials that can penetrate life education in the existing teaching materials, and classify and summarize them to get a preliminary understanding of the basic points that can penetrate life education; At the same time, organize teachers to strengthen the research on teaching materials, find the foothold of infiltrating life education into teaching materials, make a summary list, and determine some contents as key articles of life education. Dominant disciplines focus on subject teaching and research, and pay attention to the induction and carding of educational contents, such as the harmonious relationship between life and self in grade one, the harmonious relationship between life and society in grade two and the harmonious relationship between life and nature in grade three.

Have a vertical discussion on this issue. The hidden discipline focuses on the teaching and research of grade groups, aiming at excavating the life education resources in teaching materials, so as to educate students about life.

Go deep into the classroom and conduct practical research on life education. Teachers of all disciplines, by studying textbooks, have a deep understanding of the essence and connotation of life education, and then find the breakthrough point of infiltrating life education in the unit or chapter preparation goals, and then carry out classroom teaching practice. We use group lectures and school demonstrations. And every teacher participates in lectures and evaluation, thus forming a perceptual knowledge of how to infiltrate life education in the discipline, thus guiding teachers to consciously infiltrate life education in the daily teaching classroom. Then, from point to surface, taking the teaching and research group as the unit, the classroom practice research is carried out to find an effective way for life education to infiltrate the discipline.

Summarize and reflect, and write teaching cases of life education. In practice, we pay special attention to summary and reflection. Teachers can consciously reflect and cooperate after each practical class, write life education cases, and improve teachers' ability to implement life education through continuous reflection. At present, the school has collected dozens of cases of teachers' practice, which will be compiled into a book after revision and arrangement. 2.

Expand and develop teaching materials and implement life education.

Expand teaching materials and explore the starting point of life education. In practice, we find that some textbooks can show the highlights of life education as long as they are slightly expanded. For example, Chinese, as a hidden course, connects typical characters and events in literary works with real life, so that students can know themselves, learn to adjust, and realize the importance of harmonious coexistence between people, people and society, and people and nature, thus cultivating students' minds. For example, the article "Deep in the Alley" is a very typical example of life education, with deep maternal love and the author's re-understanding and interpretation of life between the lines.

Practice design and tap the key points of life education. Although some textbooks do not involve life education, they can organically infiltrate life education factors when designing exercises. Taking the teaching of practical problems in mathematics as an example, the material of practical problems should be related to the content of life education as much as possible. At the same time, we also arrange some social surveys in combination with teaching materials. Such as organizing students to investigate the current situation of community public facilities and so on. Through such activities, students can understand the importance of understanding and protecting nature, so as to love and protect nature. 3.

Create a harmonious atmosphere and create a vibrant classroom

The core link of curriculum reform is curriculum implementation, and the basic way of curriculum implementation is classroom teaching. The new curriculum calls for a vibrant classroom, so

Clearly put forward the development goal of "building a life classroom with life textbooks and courses, stimulating life vitality with life thoughts and teaching forms, and building a life individual with emotional and intellectual symbiosis". In the process of continuous practice, we come to the conclusion that

Four basic characteristics of "life and vitality classroom";

Democratic and relaxed teaching atmosphere: establish a democratic and equal relationship between teachers and students; Encourage students to ask questions boldly and create an atmosphere of equal exchange and dialogue between teachers and students.

Teaching process of natural happiness: classroom teaching is committed to making students enjoy learning fun in class, meeting the needs of students' natural growth, and making "natural happiness" an inexhaustible vitality in class.

Independent and open teaching content: make full use of teaching resources, expand students' learning space and time, integrate our classroom into real life, and make the classroom close to life and full of vitality.

Tolerant and pluralistic teaching evaluation: recognize and respect the individual differences of students and give each student praise and encouragement; At the same time, teachers are encouraged to create classrooms with the concept of life education to reflect the true value of life.

In short, we closely focus on the theme of life education, combined with the characteristics of the subject and the content of teaching materials, and through the careful design of teachers and the participation and interaction of students in classroom teaching, students can realize the meaning and value of life while accepting knowledge.