Problems And Countermeasure Of The Senior High School Teaching On Philosophy And Life

Philosophy education in senior high school is the beginning of formal philosophy education for a person, so it has far-reaching significance to our people’s philosophy accomplishment and can not be ignored. While there are various kinds of problems existing in the teaching process of senior high school philosophy education, students are disgusted with it instead of interesting, so it turns out to be a dogmatic preaching. What’s more, the philosophy teaching in the senior high school causes many misunderstandings to the students on philosophy, which the author thinks should be solved as soon as possible. To solve such problems has a significant meaning in respect to philosophy education in the senior high school, not only about the students’learning situation, the initial understanding of the philosophy, the critical reflection and innovation spirit of the students as well as the deep cognition of the society in which students live, but also about the philosophy accomplishment of the whole nation in the long term and from a macroscopic perspective, ultimately about the national quality and national competitiveness.The author thinks that at present the situation mainly embodies as follows:one is the problem of textbook content, the other is the problem of teaching methods. Specifically, some deficiencies still exist in the following aspects with regard to textbook content causing misunderstanding to the students, such as:firstly, narrative simplification of the important opinions, which mainly manifests in the following points.1the interpretation of the philosophical thought of the idealist school of thought is too simple, for example the interpretation of the thought of philosophers such as Berkeley, Descartes, Kant, Hume is too simple.2. The interpretation of the objective idealism is too simple3. narrative simplification of the materialism4. the comparison between dialectics and metaphysics also has the characteristics of simplification, for example the narrative of the metaphysics is too simple, so does the dialectics, and to deny the internal connection between metaphysics and dialectics; secondly, the lack of the introduction of related school, for example,1. No mention of the modern western Marxist philosophical schools and their points of view2. The lack of introduction to some famous philosophers in modern times3. Textbooks are too systematic4. the contact between theory and life reality is less, etc. the relationship simplification between dialectics and metaphysics; thirdly, less introduction of other classical shool of thought and their ideas; fourthly, textbooks are too systematic; fifthly, less connection with life reality. The problems with regard to the teaching methods are shown as follows:1. The simplification of the teaching method2. The formalization of the teaching method,3. students and teachers are lack of interactions, etc.The emergence of above problems are caused by certain reasons, which the author thinks are mainly some concept problems with regard to textbook content. For example, firstly, the concept to treat the philosophy as the ideological and political education; secondly, the concept to regard the philosophy as the knowledge education; thirdly, more conservative in thought, and less innovation is also a very important reason, meanwhile, textbooks are too systematic and are deeply influenced by Soviet textbooks, while to change this influence is not an overnight work. For the problem of teaching methods, the author thinks that they are not only attributable to the subjective reason of teacher himself, but also attributable to the objective reality. Subjectively, teachers’teaching concept and comprehensive quality affect the teaching methods; objectively, schools don’t lay enough emphasis on it and the assessment system is not targeted.Starting from these problems and the reasons of them, the author thinks that it can find out some countermeasures to solve the problems from the following several aspects:firstly, to improve teachers’quality on theory and their teaching standards; secondly, to update teaching concept as required by the times. Thirdly, Scholars conduct questionnaire survey and research for the textbooks they have compiled; fourthly, to adjust the assessment system of the senior high school philosophy according to the particularity of the philosophy education.In consideration of the author’s thought, this thesis is discussed and studied from the following several parts. The first part is the introduction, which mainly includes the theoretical and practical significance, the situation at home and abroad, the emphases, difficulties and innovation points, and the main methods used in research of this study. The second part is the teaching content and its meaning of the course of Philosophy and Life in the senior high school,which mainly includes the brief introduction of Philosophy and Life, theoretical significance and practical significance of studying the Philosophy and Life in the senior high school. The third part mainly includes the problems of teaching on Philosophy and Life at present, which is mainly analyzed from two angles, one is teaching content, the other is teaching methods. The fourth part is the cause of problems existing in the teaching on Philosophy and Life, which includes the reason analysis of the problems existing in the teaching content and teaching methods. The fifth part is the main countermeasures to solve the teaching problems about Philosophy and Life.