Combined with Professor Wang's in-depth and detailed course analysis and Teacher Li's vivid and interesting classroom teaching demonstration, I will talk about how to take this course better in the future:
First of all, to understand the meaning of the curriculum, teachers attach importance to the curriculum is the premise.
As a teacher of the course, teachers' emphasis on the course directly determines the teaching effect of the course. As mentioned above, the course of Philosophy and Life is of great significance to the growth and development of students. Professor Wang asked, "Why do secondary vocational school students study philosophy and life?" The answer to this question is: "Philosophy is a beacon that illuminates the road of life. Students have a lot of puzzles in life and need the guidance of philosophical thoughts. Philosophy is the torch to ignite the wisdom of life, so it is necessary for students to master the preliminary philosophical thinking method. Students must study philosophy and life in order to establish a correct world outlook, outlook on life and values. " Therefore, as a teacher, we should look at this course from the ultimate significance of students' development, rather than just being satisfied with completing the teaching tasks and the work assigned by the school. If teachers can treat this course from the ultimate meaning of students' development, they will have a sense of mission and responsibility to teach this course well, and they will devote enough enthusiasm and energy to the teaching of this course. When students are not interested in this course, teachers will not feel discouraged and then give up easily. Therefore, as a teacher of this course, we should fully realize the significance of this course to students when we are about to step onto the podium, which is the premise of doing this course well.
The second is to analyze the teaching objectives and the key to improve the attractiveness of teaching.
Teaching philosophy and life to students in secondary vocational schools. Therefore, it is not only different from high school students who hold the baton of the college entrance examination and then study Life and Philosophy with the college entrance examination as the goal, but also different from college students who have a certain philosophical foundation and study Marxist Philosophy through the college entrance examination. Students in secondary vocational schools are a special group of students. First of all, the composition of students in secondary vocational schools is quite special. Most students are vulnerable groups that are often neglected in basic education, and their learning foundation is relatively weak. Secondly, because vocational education pays attention to the cultivation of students' practical skills, they have no pressure to enter higher schools, so they do not have enough learning motivation, which has a negative impact on teachers' teaching. On the other hand, secondary vocational school students also have their lovely side. Compared with senior high school students who take exams as their study goal, they are active in thinking, attach importance to the feelings of teachers and students, and have strong practical and organizational skills. Therefore, teachers should fully understand the characteristics of secondary vocational students, prepare lessons on the premise of preparing lessons, and improve the teaching attraction through the teaching methods that secondary vocational students like. In the lecture, the case teaching method, scenario simulation method, role-playing method, theme debate method, project teaching method and task-driven method mentioned by Professor Wang are actually very good teaching methods, which can greatly enhance the attraction of the course. In the classroom teaching examples that Teacher Li showed later, we can feel the importance of improving the attractiveness of teaching. I believe that if we can teach every class or most classes according to Mr. Li's teaching methods, most students will definitely like philosophy and life. Of course, this requires teachers to invest a lot of time and energy in preparing lessons, which requires teachers to have a high sense of responsibility and mission in the teaching of this course.
Thirdly, guiding students to apply what they have learned is an inevitable requirement of curriculum extension.
Suhomlinski believes: "One of the reasons why children encounter difficulties in learning is that knowledge often becomes an immovable' commodity' for them. It seems that knowledge is accumulated for' storage' rather than' turnover', and knowledge is useless. " "As a result, knowledge seems to be divorced from students' spiritual life and their intellectual interests. Mastering knowledge has become a very annoying thing for students, and it is best to get rid of it as soon as possible. For many students in secondary vocational schools, philosophy and life are such "useless and eager to get rid of" knowledge. Students learn this course, except for getting credits for the final exam, and don't know what practical effect this course has on their study and life. But the fact is, as mentioned above, philosophy and life is a knowledge that plays an important guiding role in students' study and life, but our students can't use it yet. This requires our teachers to guide students to apply what they have learned while imparting knowledge, or to integrate life cases and learning cases into our teaching process. "Knowledge can only be called knowledge if it becomes a factor of spiritual life, occupies people's thoughts and stimulates people's interest. The enthusiasm and vitality of knowledge are the decisive conditions for their continuous development and deepening. " (Suhomlinski)
In a word, Philosophy and Life is a course of great significance to students, and the course itself has the possibility of improving interest and attraction. As long as our teachers pay enough attention to the course and are fully prepared to guide students to apply what they have learned, students will be interested in this course, and the most important thing is to achieve the fundamental purpose of offering this course-to make students grow better and faster.