A Study On The Application Of Life Teaching In Junior Middle School

At the dawn of the twenty-first century,the United Nations Educational,Scientific and Cultural Organization(UNESCO)put forward a new concept of education and educational ideas,namely,"learn to live together",countries have also advocated that education and teaching should pay attention to people’s real life and the significance of human life.Under this background,the new curriculum reform of our country also attaches great importance to the connection between education and life,life-based teaching has been paid more and more attention,and the relevant theoretical research of life-based teaching has been increasingly improved.However,the author found that the practical research on life-based teaching is a little inadequate.Life-based teaching of history is the application of life-oriented teaching in the field of history.It mainly refers to the combination of history knowledge and real life in history teaching and arousing students’ interest in learning.To promote the all-round development of students and improve the teaching ability of teachers.The practice of life-based teaching in junior middle school history curriculum not only follows the advocacy of junior middle school history curriculum standard,but also accords with the psychological quality of students,and can improve the teaching ability of teachers.Based on the concept of "people-oriented" advocated by the new curriculum standard,this paper refers to the related concepts and research results of "Life-based Teaching" and "History Life-oriented Teaching" in academic circles in the past,and adopts the method of literature research and questionnaire survey.Case analysis and other educational research methods are conducted in the middle and junior middle schools of the first Middle School of Chongqing University Town to understand the current situation of the application of life-oriented teaching of history in junior middleschools.In order to promote the further development of life-based teaching,the author finds out the advantages and disadvantages of life-based teaching in practice,and puts forward the corresponding improvement strategies of life-based teaching.This paper consists of five parts:The first part is the introduction.It mainly includes the reason of choosing this topic,the present situation of research at home and abroad,the research method and the innovation and deficiency of this paper.The second part is the theoretical study of life-oriented teaching.It mainly includes the definition of the concept of life teaching and history life teaching and the theoretical support of domestic and foreign pedagogy school life teaching.The third part is the investigation and analysis of the application of life-oriented teaching in junior high school.It mainly includes the questionnaire survey of students in junior high school,the interview survey of teachers and the observation of the author’s participation in the classroom,and the analysis is based on the results of the survey.In order to obtain the advantages and disadvantages of life-based teaching in junior high school.The fourth part is the application strategy of junior high school history teaching.It mainly includes the related strategies of how to carry out the initial history teaching in the teaching design,teaching process and teaching evaluation under the guidance of the concept of life teaching,and how to carry out the relevant strategies in teaching design,teaching process and teaching evaluation.Attached is a case design and brief analysis of junior high school history teaching.The fifth part is the principles and problems that should be followed in the life-oriented teaching of history in junior middle school.It mainly includes the four principles that should be followed in the practice of the life-oriented teaching of history in junior high school and the related explanation of the five problems that should be paid attention to.