First, life education permeates reading teaching.
Chinese texts are all beautiful and meaningful. Some of them describe natural scenery, eulogize human feelings and explain the truth ... which constitutes a colorful China garden. In the face of rich texts, teachers should be good at digging the connotation of articles and screening the contents suitable for life education. The text "Father and Son in Earthquake" is a miracle of life created by love and faith. In the earthquake in Los Angeles, a father risked his life, held firm beliefs, went through hardships despite dissuasion, and finally rescued his son and classmates from the ruins after 38 hours of excavation. While eulogizing the great father's love, we can see more deeply that it is because of love and faith that the miracle of life-the son and his companions, 14 lives, was finally rescued after 38 hours of excavation. Ask students questions in teaching: What makes children survive in the ruins? The students spoke in succession: it was his tenacious perseverance and his father who gave him hope ... from this story, the students realized that people with self-confidence and perseverance can survive in the face of death. It teaches students not only love, but also cherish and recognize life. I would like to take this opportunity to ask my classmates to talk about the same touching things in the Wenchuan earthquake, and to further appreciate the true feelings of love and selflessness with my classmates. Through reading teaching, students are guided to understand the feelings full of humanity in their works, so that students can realize the value of "feelings" and its importance in family, relatives and friends, so as to be reborn and happy.
Second, life education permeates composition teaching.
Homework largely comes from people's perception of life. Whether it is family, society or school life, it is rich and colorful, and the truth, goodness, beauty, falsehood, ugliness and ugliness in its life have a profound perception of students. Teachers should guide students to feel, discover and feel the ups and downs that accompany their lives, and then let them record. A student wrote such a story in his composition: a teenager went up the mountain to get firewood, but unfortunately he was bitten by a poisonous snake on the mountain. At that time, the pain was unbearable and the index finger was red, swollen and black. He knew that if he didn't take measures in time, his life would soon be in danger. He doesn't want anyone, and he doesn't know what herbs can be cured on the mountain, but he doesn't want to die, he wants to live! So he stared at the sickle in his right hand, gritted his teeth and chopped off his bitten finger ... he finally survived. Let's not talk about the truth of this story, but at least this student can use this story to enlighten himself: life is precious, and as long as we cherish our own life, you will be desperate to protect it. What a good theme of life education, therefore, it is also very effective to infiltrate life education into composition teaching.
Students' life consciousness can also be directly cultivated in students' composition correction. Most pupils' personalities are straightforward, and their understanding of life is often revealed directly in exercises. Therefore, we should seize the opportunity of exercise teaching to guide and guide in time, and we will also receive better results.
Thirdly, life education permeates extracurricular reading.
It is necessary to guide students to read extracurricular books with a strong sense of life and popular science works or film and television works about life knowledge. Teachers can give students a bibliography and ask them to write a book report or comment. For example, after teaching Challenge to Fate, I recommend reading books such as Zhang Haidi, How Steel was Tempered, and If you give me three days of light, so as to further educate students to love life, let them draw spiritual strength from these disabled and determined people, reflect on themselves, and let students know how to cherish what they have now and make their lives glow.
Fourth, life education permeates extracurricular activities.
Activity is the bridge between subject and object and the direct source of cognitive development. Therefore, students can feel the true meaning of life by carrying out valuable practical activities. For example, students are required to publish handwritten newspapers that cherish life, classes publish blackboard newspapers that cherish life, organize students to debate and give speeches, and hold class meetings, knowledge contests, lectures and debate contests with the theme of cherishing life.
Chinese subject contains a wide range of contents and diverse ways of life education. Let Chinese class be more related to students' inner feelings and life development, let justice coexist with the classroom, let truth, goodness and beauty coexist with the classroom, and let every life be better.