A Study On The Practice Of Life Education In High School History Teaching ——Case Study Of Some Schools In Guangxi

With the rapid development of modern society,the phenomenon of disregard for the value of life,lack of understanding of the meaning of life,and lack of life emotion has emerged in the group of secondary school students.Life education is the call of the times and the requirement of the new curriculum reform.History is full of humanism,and as the main subject of basic education in secondary schools,it contains rich materials for life education,and is the main position and important carrier for life education for students.In order to respond to the call of the times and the requirements of the new curriculum reform,It has important practical significance to carry out life education in high school history teaching.Therefore,this paper is exploring the practice of life education in high school history teaching.First,the necessity and feasibility of life education practice in high school history teaching are elaborated around students' personal development,curriculum requirements,and curriculum resources.Second,during by distributing questionnaires to students and history teachers in some high schools in Guangxi and conducting personal interviews with history teachers in internship schools,we found that some history teachers still make insufficient use of local historical and cultural resources in implementing life education and adopt a single teaching method,etc.The surveyed students put forward a lot of suggestions and expectations for history teachers in implementing life education.Again,in response to the current situation reflected by the questionnaire and interview results,specific countermeasures for implementing life education in high school history teaching are proposed,such as history teachers should have and improve the concept of life education and follow the corresponding teaching principles.Finally,by observing the classrooms of front-line history teachers,we draw lessons from them and carry out fragmentary teaching practices that embody life education,so as to provide specific case reference for high school history teachers to practice life education in their teaching.