Research On The Life Teaching Of The History In Senior High School Under The New Curriculum Background

The origin of Life-oriented Teaching theory has a long history and has improved the development of practical teaching activities constantly, which is based on Follow Nature theory, proposed by Peisitayloe, Life Education theory, put forward by Dewey, and Education of Life, raised by Tao Xingzhi.With the implementation of the new curriculum education reform, the history teaching in high schools has been confronted with new challenges and problems. The new curriculum education reform requires that the history teaching should be associated with the students’ real life, and that the teaching activities should be anchored in students’ real life. However, according to the present educational practices in history, large quantities of objective factors and practical problems have a negative on the development of history teaching in high schools. For instance, in terms of teaching ideas, many a history teacher has a poor understanding of the concept of Life-oriented Teaching theory in history and can’t have a thorough command of the concept. And therefore, these teachers are incapable of electing appropriate and reasonable teaching materials and adopting efficient teaching methods, which affect negatively the teaching effect, and meanwhile and hinder the development of the new teaching concept. To be precise, under these circumstances a large number of students are unable to master the approach to understanding history and fail to develop a good habit of learning history on the basis of real life. Under the direction of new curriculum education reform policy, the paper analyses thoroughly the present problems existing in the history teaching and puts forward corresponding measures to cope with these problems, by means of the methodology of literature review and instance analysis, and referring to other scholars’ research documents.