Philosophy and Life Thesis 1000 words [My Philosophy and Life Thesis]

Guide students to master the close relationship between philosophy and life development through the study of basic knowledge of Marxist philosophy, and enhance their ability to analyze and solve important problems in the process of life development with the viewpoint and method of Marxist philosophy. The following is the relevant information of my carefully arranged philosophical life thesis, hoping to help you!

My philosophical life thesis I

Taste philosophy and experience life.

Philosophy and life teaching in secondary vocational schools aims to guide students to learn the basic knowledge of Marxist philosophy, grasp the close relationship between philosophy and life development, and enhance their ability to analyze and solve important problems in the process of life development by using Marxist philosophy, so as to make correct life choices, establish a positive attitude towards life, improve their ability to practice life, establish lofty life ideals and realize and create life values in society. In teaching, it should be fully reflected? Sanwei? That is, adhere to the student-oriented? Original flavor? Pay attention to life-oriented teaching? Life breath? Emphasize the unity of philosophy course study and practice? Active flavor? . Try to guide students to experience? Sanwei? Let philosophical wisdom illuminate students' life path and urge them to establish a correct outlook on life, world outlook and values.

Key words: originality, life and activity of "philosophy and life" in secondary vocational schools.

Some students think that philosophy is useless, boring to learn, and even afraid of difficulties. That's because they didn't really understand the significance of learning and applying philosophy, didn't put philosophy in the process of life development to understand, think and apply it, and didn't apply what they have learned. The author believes that philosophy and life teaching in secondary vocational schools should focus on guiding students to learn the basic knowledge of philosophy, adhere to the student-oriented, effectively combine students' experience, perception and understanding of life, apply philosophy to practical life practice, realize the true meaning of life, increase their wisdom and clarify the direction and significance of life development.

First, everything is for the development of students, showing the original flavor.

Secondary vocational education should implement the new concept of student-oriented education, that is, actively adhere to it in the process of education and teaching? All for students, highly respect students, and rely on students in an all-round way? And so on. In the face of secondary vocational students, teachers should regard them as individuals with fresh life and personality, and their learning, progress and development are our aim in secondary vocational education and teaching.

1. Give full play to the subjectivity of students' learning.

The author carries out the teaching of philosophy and life among secondary vocational school students, abandoning the passive learning state that teachers only talk and students listen in the past, and paying more attention to students' active participation in the classroom through the study of philosophy courses, publicizing their individuality in the interaction between teachers and students, enhancing their vitality, gaining personal experience and feelings, respecting their individuality, understanding their needs, tapping their potential, and gaining sustained motivation for active learning and development. In the teaching process, always adhere to? Learning as teaching? Teaching principles, and strive to guide students to achieve specific requirements such as guiding learning priorities, learning after activities, and teachers talking less about students and learning more. For example, in the teaching of the fifth lesson "Development and Change and Prosperity and Adversity", the author adopts the following teaching steps: guide and clarify the learning tasks? Group discussion? Communication * * * Enjoy? Solve learning problems? Expansion and extension. Specific requirements for students, before class? Development and change, prosperity and adversity? Make necessary preparations for learning ability, and carry out group discussion in class in combination with teachers' guidance presupposition. You can enjoy the discussion results in the same group or adjacent groups, and then each group recommends the student representatives to speak, and other students listen carefully and raise questions and opinions about the student representatives' speeches. Special attention should be paid to the benign interaction between students, who cooperate with each other to carry out learning, truly give play to students' learning subjectivity and stimulate their interest in learning. The extension of students' writing "I see life setbacks" after class is a link that can not be ignored, and it is also an important way to test students' learning effectiveness. Adhere to the student-oriented, it is necessary to think for students everywhere, create effective learning situations for students, and pay attention to the development of students' active learning ability, so as to effectively change the bad learning attitude of secondary vocational school students in philosophy class.

2. Pay attention to team spirit through cooperative learning.

Secondary vocational school students have a poor learning foundation and are often not enthusiastic about classroom learning, but their thinking ability in images is quite strong. However, they show a strong desire to express themselves in the classroom with activities as the main form, and have a strong sense and ability of teamwork. This gives us an inspiration, that is, for the philosophy classroom learning of secondary vocational school students, we should pay attention to guiding students to participate in interactive learning in activities, avoid boring philosophy preaching, exercise teamwork in activities, give full play to the role of teams, and achieve individuals and teams. The author has been in the inter-school exchange class of secondary vocational schools. Material movement and life action? In view of this topic, an open teaching activity was carried out. Students were divided into four study groups by teachers listing typical cases and creating situations, and student representatives served as primary teachers. Under the guidance of cases and situations set by teachers, discussion and cooperative learning are carried out step by step, so that students can learn through discussion and cooperation. In the process of learning, students' dominant position in learning can be fully reflected, students' enthusiasm and initiative and cooperation spirit can be well brought into play, and good teaching results have been achieved.

3. Pay attention to inquiry learning and enhance the motivation to participate in philosophy classes.

In the philosophy class of secondary vocational schools, teachers can only really let students participate in learning activities, create effective situations in the philosophy class, guide students to discover, question, analyze and solve problems, enhance the motivation to participate in the class in the process of questioning, analyzing, discussing and communicating, and master the skills and methods to solve problems. In inquiry learning activities, students have the opportunity to participate, have something to say and gain something. For example. How to distinguish between old and new things? 、? How to deal with prosperity and adversity in life development? In other teaching problems, the author guides students to combine what they have learned and carry out inquiry learning, which enables students to discover, ask, analyze and solve problems, and has achieved good teaching results.

Second, philosophy is life, and classroom teaching is full of life.

1. Close to students and life.

The course "Philosophy and Life" in secondary vocational schools embodies a distinct flavor of life. The course content fully combines philosophical principles with the life reality of secondary vocational school students. From Unit 1 to Unit 5, we always focus on multiple perspectives of secondary vocational school students' life path, such as materialism and life choice, dialectical outlook on life and attitude, epistemology and life practice, historical view and life ideal, creating and realizing life value, etc. Therefore, philosophy classroom teaching in secondary vocational schools must be close to students and life, add interest to teaching life, enrich the sense of the times of philosophy teaching, and let students feel that philosophy is in life and life is philosophy. The author believes that the philosophy of secondary vocational schools should be liked by students, and students should be brave enough to participate in the classroom. More importantly, classroom activities should be combined with students' reality. For example, after guiding students to learn the principle of dialectical unity of practice and understanding, the author guides them to combine their own study and life practice to achieve the unity of knowledge and practice, thus solving problems well? Experience success in the unity of knowing and doing? Teaching problems. On the contrary, if teachers do not proceed from the reality of students' study life, and students have no experience and feelings about their study life, then philosophy class may seem to lack motivation and appear pale and boring.

2. Let current politics enter the philosophy class and let students be teachers themselves.

To stimulate students' interest in learning, we must closely combine students' studies and employment, pay attention to major events at home and abroad according to their learning characteristics, psychological quality and practical ability, introduce current politics textbooks into the classroom in time, integrate philosophy learning into students' social life, make classroom teaching closer to students' real life, make students feel that philosophy is in life and around them, and enhance students' ability to actively use philosophical principles and methods to solve problems in real social life. Moreover, with the help of philosophy classroom teaching, the author often actively encourages students to actively collect some social and political hot spots and events around students or schools, and appropriately screen them in study groups. Before class 10 minutes, students will choose representative topics to give speeches, so as to exercise students' expression and performance ability and let students be teachers themselves. Some students speak quite well, and they can also comment on the philosophical knowledge they have learned and win applause from their classmates. Third, guide students to actively participate in learning and practice, reflecting the atmosphere of activities.

1. Pay attention to practicality and guide students to apply what they have learned.

The philosophy class in secondary vocational schools should not be a pure lecture on philosophy theory, but should strive to make students? Life? With what? Philosophy? Let students use philosophy effectively in learning philosophy and guide their own lives. At this point, the course content of philosophy and life in secondary vocational schools is reasonable, mainly guiding life with philosophy learning and experiencing philosophy with life practice. The author thinks that philosophy study serves students' life practice. Teachers should strengthen the guiding role of philosophy study on the life problems faced by students in the process of learning, choosing jobs and employment, and give full play to the practical significance of philosophy study, so that students can not only master the basic philosophical principles and viewpoints, but also make correct value judgments and value choices in real life, and take choosing a good life path as the focus of philosophy and life classroom teaching. For example, in the teaching of "the essence of phenomena and distinguishing right from wrong" in the eighth lesson, the author fully applies the case teaching method to the fourth teaching link. Distinguish illusion, grasp essence, and distinguish right from wrong? , lists the real life such as? Scientific fortune telling? Computer word test or name test? Pseudoscience? Encourage students to think positively and explore philosophical truth. In the process of learning philosophy, solving practical problems is the real educational significance of the principle that philosophy is applied to practice.

2. Diversified learning practice activities, focusing on learning ideas in activities.

The classroom teaching of philosophy and life in secondary vocational schools can be enriched by teachers optimizing classroom teaching and diversifying forms. The author advocates that learning philosophy should not be a simple and boring theoretical list, but should fully explore and make use of effective teaching forms, especially to guide students to learn philosophy in activities. First of all, make full use of the existing experience and inquiry materials in the textbook of Philosophy and Life, such as illustrations, experience and inquiry, expansion and extension, and encourage students to effectively combine the study of basic knowledge of philosophy in the learning process, which not only stimulates students' interest in learning philosophy, but also can easily solve philosophical problems in recess activities, and cultivate students' ability to analyze and solve problems in limited classroom time. Secondly, the author pays special attention to giving full play to students' main role in philosophy class, expanding classroom activity teaching as effectively as possible, extending students' learning and practice space, such as actively guiding students to carry out social practice, investigation activities, internships and other forms in combination with secondary vocational school students, introducing philosophy classes, and enriching philosophy teaching with their personal experiences in real life and work as useful materials and resources. In addition, select some typical cases to enrich the teaching content, talk about the experience and feelings in combination with social practice activities, further understand the philosophical implication, enrich the form of philosophy teaching activities and improve the teaching effect by participating in seminars and listening to reports to reflect on philosophical principles.

In a word, philosophy and life teaching in secondary vocational schools has a distinct flavor of life, vivid flavor of life and a variety of activities, which can only be felt by teachers' careful experience. Only when teachers are enthusiastic about education, have a pair of discerning eyes for discovery, dare to break through and be diligent in exploring can they capture all kinds of useful information and classroom resources in philosophy teaching in secondary vocational schools and continuously improve the effectiveness of philosophy teaching.

References:

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[2] Li Xiaohui. Secondary vocational school? Philosophy and life? Artistic exploration of case teaching [J]. Teacher (middle), 20 10( 12).

[3] Liang Zhu. Philosophy and life [M]. China Labor and Social Security Press, August 2009.

[4] Lu, Huang Wei, Peng Maoqing. Research on Moral Education Infiltration Mode in Specialized Teaching of Secondary Vocational Schools [J]. Secondary Vocational Education, 20 12( 12).

[5] Cao Xiaohua. On the Construction of Happy Moral Education Classroom in Secondary Vocational Schools [J]. Vocational Education Research, 20 12(03).