Research On The Penetration Of Life Education In High School Geography Teachin

Life education is related to human survival,growth and development,but also to human nature,dignity and value.The high school stage is a critical period for life education.The geography textbooks contains a large number of life education material.In the past two years,the frequent occurrence of COVID-19 not only poses severe challenges to life education,but also provides us with a opportunity for life education.Infiltrating life education into the content of geography courses,and carry out activities centering on students’ lives,will surely give students a brand-new understanding of life,which has undoubtedly important significance to guide the majority of teenagers to cherish life,love life,respect life,and invest in learning and life with a healthy,rational and optimistic attitude.This paper discusses the research background and intent of this topic around the connotation of the subject penetration of life education,combined with the changes of educational concerns,the development of geography discipline and relevant policies and measures.The paper combs the current situation of research on life education and life education penetration in geography teaching through literature method.Under the guidance of scientific theories and ideas such as life education theory and humanistic teaching theory,and on the basis of long-term teaching practice,this thesis analyze the fitting points between the content of high school geography teaching materials and life education.Investigation method and statistical analysis method are employed to investigate the penetration of life education in geography teaching in senior high schools,and the main conclusions are as follows.(1)There are a lot of contents related to life education in the geography textbooks of People Education Press.It is necessary and feasible to carry out the infiltration of life education in the geography teaching of senior high school based on the analysis of the current life state of students in comprehensive senior high school and the attribute of geography curriculum.(2)There are many problems in the osmosis of life education in senior high school geography teaching,which are as follows.Geography teachers’ understanding of the content of life education is fragmented.Their interpretation and use of the content related to life education in textbooks as well as their awareness of carrying out life education in teaching are weak.There are few opportunities to discuss topics related to life in geography teaching and the penetration method is slightly single.And the interactive classes appear rarely in the semester,etc.,so that the implementation of life education in the class is different from what students expect.(3)In order to penetrate the content of life education better in high school geography teaching and manifest the nurturing value of geography subject,we can start from the perspectives of improving the life literacy of geography teachers,integrating the geography curriculum resources for life education effectively,and exploring the use of diverse penetration methods,etc.Pay attention to the implicit education in course education,so that the education process can really focus on the life experience and practical requirements of teenagers,and explore their life potential.