The Research On Effectiveness Of Activity Mothod In The Field Of Activity Instruction

Activity, as the basic means for human existence and development, embodies the natural force of human and serves as the basis for individual existence, social life and the historical development of human kind, and is also the transforming process between object and subject. As activity is the pass way connects the object and subject, human develope in the interaction between the self and the various phenomena, which is also the realization of the regression from subject to object. Therefore a new mental identity is created and a new intelligent structure is constructed. The educational instruction system, as the basic existence of activity, enriches the activity itself and leads to the systematic construction of the activity instruction. Therefore, the activity method should be taken as the basic constituent of the activity instruction. At the same time, it serves as the activity to promote the all round development of the students, and provides the theoretical support.Activity instruction enjoys a long history. But in the previous activity instruction research, the activity method is confined to the general description without their application into practice, thus, the so-called activity instruction in school is only carried out on surface, which certainly decrease its effectiveness. The dissertation, based on the reflection of the above problems, explores the connotation, structure, features and working mechanism from the fields of philosophy, psychology and education, clarifying the theoretical framework and basic concepts. And from the perspective of students' development and competency growth, it states the features and functions of effective activity instruction, laying solid theoretical foundation and interpretation framework.The activity method is the basic way and link to realize the activity instruction, which embodies its various values. And only the deep understanding of the existing reality of the activity method in instruction can lead to the theoretical review and practical examination. Based on the observation, video record, depth interview and case study, it is found that various problems concerning activity are in the way of effective activity instruction, such as the confrontation between the activity and learning method, the absence of theoretical support, the confusion between the activity and common instruction method and the emphasis on form rather than effectiveness. Therefore, the dissertation examines the working factors in activity instruction and puts forward the corresponding strategy, which directing the effective activity instruction options.Accurate and effective activity method will be used in different activity instruction for their different goals and tasks. To acknowledge what activity method is, this research not only defined four types of classic activity method, exploration-based activity method, communication-based activity method, experience-based activity method and creation-based activity method, but also deeply explored their connotation, signification, performance, operation and process, teaching strategy and application. Since the proper operation and process of activity method will be an effective way for schools and teachers to achieve their desirable objective, these four types of method strive to provide more flexible and elastic space for teachers'creativeness by emphasizing penetration of ideas and basic element of operation, focusing on generalization and elicitation and weakening implementation and fixed modes.Evaluation of activity method is a very important aspect of activity instruction, the main purpose is to provide a comprehensive and detailed basis for improving teachers' teaching method and students'learning method, to promote all-around quality development for every student, rather than identifying, screening or selecting for receiving high-level education students or even for grading students. The evaluation should concern about not only whether activity method promote knowledge comprehension, capability improvement, intellect development, personality generation for students, but also professional growth for teachers, interaction between teachers and students, rationality, continuity, effectiveness of the teaching process, etc. Based on the analysis of the actual imbalance of effectiveness evaluation, the final chapter of this research re-located direction of purpose and standard, conducted the following principles for evaluation of activity method, and then deeply discussed the operational issues, such as objective setting, implementation procedures and method, which will afford effective references for choice and practice of activity method.