[Abstract] Respecting life, embodying human nature, putting people first, and building a classroom full of life and vitality are the educational concepts advocated by the second phase of curriculum reform and the spirit of the "Two Guidelines". For current Chinese teaching, it is extremely important to build a dynamic Chinese classroom, let the classroom burst with vitality, and provide effective life education to students.

[Keywords] People-oriented life education Chinese life classroom

World Children's Fund has a famous saying: "This world is lent to us by children." Our education should be all for students. . The reality of life tells us: a person living in an environment lacking dignity, rights and freedom cannot have full autonomy and creativity. The second phase of curriculum reform and the "Two Outlines" propose that students should develop a sound personality and develop a sense of respecting, reverence for, and love for life. This requires us teachers to adjust their roles in a timely manner, establish an educational outlook that meets the needs of quality education, establish an open and comprehensive curriculum outlook, and a teaching outlook that promotes students' independent learning and active construction of knowledge. For current Chinese teaching, it is urgent to build a Chinese classroom full of vitality and provide effective life education to students.

1. Teachers should establish correct educational concepts in Chinese teaching

1. To establish a correct life education concept, teachers must first establish a student-centered educational concept. In the education process, we always insist on being student-oriented and caring for people's growth, so that students can develop harmoniously physically and mentally. At the same time, we must respect the objective fact of individual differences in students' lives, respect the different growth rhythms of life, be tolerant of students' mistakes in their growth process, use the concept of life education to guide their teaching work, and influence students in a subtle way. For example, when a student encounters difficulties in learning, you should patiently help him analyze the problem and let him truly understand - replace meaningless accusations with sincere help; when students are not satisfactory in exams, you can guide them to seek improvement. Countermeasures - use effective working methods to replace complaints..., carefully care for students' self-esteem, let students respect and care for others after feeling respected and cared for, and move from "introspection" to "establishing oneself in order to establish others, oneself and others" The situation of reaching people if you want to reach them.

2. Establish a correct concept of life education and require teachers to establish a Chinese curriculum concept that integrates knowledge and value. In teaching, the teaching of knowledge should be closely integrated with the cultivation of students' emotional attitudes and values, so that students' cognitive learning process should be accompanied by positive emotional activities. In traditional Chinese classroom teaching, teachers often impart knowledge in isolation. As a result, students memorize knowledge points before the exam and return them all to the teacher after the exam. In communicating with students, it is not difficult to find that what is truly understood by students and integrated into the main body of their lives is "not the knowledge itself, but the meaning of the knowledge." This requires teachers to use various means and use rich cultural and historical materials or video materials and other curriculum resources to create Chinese teaching situations in Chinese classroom teaching, and put knowledge learning in specific Chinese situations, so that students can Understand the meaning of knowledge. It is necessary to truly implement the close connection between learning activities and students' lives and experiences, so that the learning process becomes a positive emotional experience process, so that students can realize the significance of knowledge to life in the process of learning knowledge; as Professor Zhu Xiaoman said, "Knowledge is "Closely related to human life" "As a kind of intelligent knowledge, it must permeate human life. Correspondingly, the wealth created by this knowledge is not only material or spiritual, it also includes The fullness and improvement of the ontological human life”

3. Establish a correct concept of life education and require teachers to establish a Chinese teaching concept that is in line with the development of the times. The so-called "living Chinese" is reflected in the "progressive truth" and "living social spirit and social ability" contained in the generation of Chinese knowledge. It is reflected in "faced with Chinese, we can cry or laugh; You can also jokingly express your regrets, you can sing, you can also curse. Chinese language gives us a place to vent our emotions, sublimate our experience, and sublimate our knowledge." Chinese language "gives us a vast space to spread the wings of our imagination, and gives us a A broad stage where the soul dances freely.” From this perspective, what we want to teach students in Chinese language teaching must and must be Chinese with "thoughts", Chinese with "emotions" and Chinese with "life". Only the integration of thoughts, emotions and life makes it possible for us to feel the real "beating" life of "people" in texts and life. Only in this way can students fully feel the strong pulse of life and rich humanistic atmosphere in Chinese classroom teaching.

Characteristics of the Chinese life classroom under the second phase of curriculum reform

1. The Chinese "life" classroom is a classroom that promotes the development of all students

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Promoting the development of all students is a requirement of quality education. The "Outline of China's Education Reform and Development" points out: "School education must shift from exam-oriented education to education that comprehensively improves national quality, facing all students, comprehensively improving students' ideological and moral, cultural and scientific, labor skills and physical fitness, and promoting the lively development of schools , develop their own characteristics."

In traditional teaching, due to the influence of various factors, teachers pay more attention to students with excellent academic performance. In classroom teaching, students with excellent academic performance often have more opportunities, while a considerable number of other students do not have sufficient opportunities to participate in learning activities. , have to be in a passive learning state of "watching" and "listening". Over time, these students lose interest in learning. The Chinese "life" classroom requires us to move from "elite" education to "civilian" education. Our eyes need to move downward. We use all methods and means as much as possible to enable all students to participate in classroom teaching.

2. The Chinese "life" classroom is the original classroom of life

The Chinese "life" classroom is the original classroom of life. Chinese teaching should serve the growth of students. Chinese "life" classroom is life-oriented teaching. It seeks the return of the scientific world to the living world and strives to achieve the integration of the scientific world and the living world so that the subject world will not be lost by forgetting the living world. the meaning of its existence. Lead education and teaching content from books and classrooms to students' colorful life world. Guide students to capture, observe, experiment, search, select, analyze, process and effectively utilize information in life, improve their information literacy in obtaining, communicating and creating information with various representations, and learn to use it in life, production and various disciplines. Discover problems, improve knowledge construction, cultivate a study style of independent thinking, integrating theory with practice, and the awareness and ability to achieve self-sustainable development. Therefore, the Chinese "life" classroom requires making the classroom a part of students' lives.

3. The Chinese "life" classroom is a dynamic and generative classroom

The Chinese "life" classroom opposes the strictly controlled teacher-student relationship and the standardized view of the teaching process. The Chinese "life" classroom requires that the teaching process be regarded as teachers and students participating in the teaching content around the teaching content in order to achieve the teaching tasks and purposes. They have interactive influences through dialogue, communication and cooperative activities, and promote teaching in a dynamically generated way. The process of activities; the Chinese "Life" classroom advocates viewing students' learning process as a process in which students criticize, question and rediscover learning texts. It is a process in which students devote their entire body and mind to learning activities to experience and experience the formation of knowledge. It is also a process in which students' body and mind are A development process that requires many aspects. Therefore, the Chinese "life" classroom is a dynamic classroom; the Chinese "life" classroom is a generative classroom. Students generate new knowledge and skills based on practice, experience, perception, and exploration.

4. The Chinese “life” classroom is a conversational classroom

Traditional teaching takes students’ mastery of book knowledge as the core purpose of teaching, and finally falls into the situation of “teachers teach by rote and teach by rote”. , the vicious circle of students studying to death and studying to death. "Life" classroom is a conversational classroom. It can be a dialogue between students and teachers, or between students and students. The process of dialogue is the subtle process of thoughts, truth, meaning, and emotions, and it is the process of improving the quality of a person's life. This kind of dialogue is not a way or means of transmitting a certain truth, meaning, attitude, etc. to the other party. The dialogue process itself reveals the truth. It makes the truth appear and thus be accepted through students' understanding. Dialogue in the true sense is a flowing river of thoughts and emotions, stimulating and colliding with sparks of thinking and flashing fresh insights. It can be seen that dialogue cultivation is the soil for students' ideological quality, personality and cooperative spirit.