The orientation of "life" and the life education theory of Mr. Tao Xingzhi not only reflect the rich connotation of the course, but also point out the direction for the implementation of the travel course.



First, the integration of classroom knowledge, curriculum objectives of life

The curriculum goal is the demand of the country and society for the training of talents in a certain curriculum, which restricts the direction of curriculum implementation. The curriculum of primary and secondary school research is to allow primary and secondary school students to enter life, explore life and experience life, so that "students can gain rich practical experience from individual life, social life and contact with nature". Therefore, we should pay attention to the accumulation of life experience and the improvement of comprehensive quality of primary and secondary school students when establishing the objectives of study travel course.
(1) Enriching life experience and integrating classroom knowledge Primary and secondary school education and research is a comprehensive course that connects classroom teaching and life education. Before we carry out the middle and primary school travel course, we should combine the physical and mental characteristics, interests and classroom knowledge base of the middle and primary school students, according to the educational goals of different students in the middle and primary school, systematically design the course goals of the research trip. Guide students to life, stimulate students' interest in life through observation and feeling of life, broaden their horizons in life, increase life knowledge, and enrich life experience. Through thinking and exploration, the research experience is integrated into each class knowledge, the connection and penetration between related subjects are strengthened, and the deep integration of book knowledge and life experience is promoted, so that natural science, social science and life knowledge are organically integrated together.
(2) Improve the overall quality and learn to survive life When we establish the curriculum objectives, we should take into account the knowledge objectives, emotional attitude objectives and ability objectives. We should not only focus on improving the knowledge learned in the classroom, but also make breakthroughs and surpass the school education. In the process of research, we should enhance students' awareness of exploring knowledge and innovating knowledge, develop students' ability to comprehensively use knowledge, and improve their comprehensive quality. On the other hand, the study course should start from the reality and needs of students' life, so as to make it close to the real life of students. In this way, students' interest can be stimulated and transformed into the motivation and pursuit of students' learning, so that students can master the basic skills of solving practical problems on the basis of exploring and experiencing life, cultivate students' ability to create life, enhance students' sense of social responsibility, and "learn to use their hands and brains, learn to survive life, and learn to behave and do things".


Second, combined with regional characteristics, the course content of life

Curriculum objectives not only restrict the direction of curriculum implementation, but also determine the choice of curriculum content. Under the guidance of the curriculum objectives, education management departments and schools should select and classify the potential research curriculum resources and incorporate them into the teaching plan and curriculum system.
(1) Adhere to local conditions, curriculum combined with regional characteristics of the development of primary and secondary school curriculum content, first of all for the individual life and social life of primary and secondary school students, take full account of regional characteristics, the use of local natural resources and folk culture, research travel courses according to local conditions. "Gradually establish a curriculum system of research and travel activities based on local and rural conditions in primary school, county and city conditions in junior high school, and provincial conditions in senior high school." Secondly, we should consider students' physical and mental characteristics and knowledge base, and organize diversified and lively research courses as much as possible, which is conducive to mobilizing students' interest and promoting students' exploration. According to the objectives of the study travel course, and in combination with the school situation and living situation, we actively "develop various types of activity courses such as nature, history, geography, science and technology, humanity and experience".
(2) The curriculum originates from the society, with life as the center, primary and secondary school education and research become a platform for school and society to connect, and the world becomes a classroom, so that primary and secondary school students have more learning materials and resources. These learning materials derived from social life, with "life" as the center of the curriculum, become the object of primary and secondary school students to learn, so that primary and secondary school students can "expand their vision, enrich knowledge, understand society, close to nature, participate in experience in an environment different from daily life." The study course returns to the life world and extends the connotation of school education. In the process of study, primary and secondary school students get direct and real experience about society and nature in life.


Third, teaching to do integration, curriculum evaluation of life

As an active characteristic course for students, it is advisable to link teaching and life closely in the course of implementation, integrate teaching and life into "doing", and evaluate in the process.
(1) Teaching in life, teaching and doing a combination of primary and secondary school learning and research travel courses have a strong humanistic, natural, comprehensive and practical, bringing teachers and students into the real life. Teachers teach in life, make use of students' "immersive", find problems from life situations, refine themes, stimulate students' emotions, thinking power and imagination, liberate students' eyes, mouths, hands and minds, guide students to observe, discuss, communicate and think in the process of research, guide them to practice in "doing" and confirm in practice. In solving practical problems at the same time realize the application value of classroom knowledge. Students learn independently according to their existing knowledge structure and thinking level, cooperate with classmates to explore natural and social knowledge, combine the knowledge they experience in "doing" with the content taught by the teacher, internalize the new knowledge into their original knowledge structure, enrich and consolidate classroom knowledge, and cultivate emotional attitudes and values on the basis of their own unique experience. Enhance the ability to live.
(2) Evaluation in the process, with experience as the core In the process of research travel, we should evaluate the learning effect of students in a timely manner to understand the situation and effect of students' research. In the evaluation method, teachers should be good at digging out the bright points of students in the process of research, and give full play to the incentive function of evaluation. To evaluate from the perspective of development, enlighten students' thinking, expand students' thinking, and guide students to find problems and think about problems in research. In terms of the evaluation content, it is necessary to take the experience of primary and secondary school students in the teaching of research travel courses as the core, evaluate students' emotional experience of nature and society, the experience of the integration of research courses and classroom knowledge, the experience of teacher-student relationship in research courses, and the experience of individual and group cooperation. Focus on their ability to broaden their horizons, use knowledge, explore and deal with problems acquired in the process of research.