Exploration On Subjective Participation In English Teaching Of Junior School

In western countries, the researches on student participation as a subject began in 1920s in the United States, which was represented by John Dewey, one of the American educationalists. And Piaget,Brunner,Rogers etc. also conducted their researches on students'participation from different aspects. At the beginning of 1980s in China, more and more researchers in the field of philosophy and education have come to realize the significance of student's nature as a subject, and focus their attention to students'subjective development and students'participation in classroom. The idea that students are the object as well as subject of education has brought about great discussions among teachers and experts in education.Subjective participation in English teaching is based on the theory of subjective education. It refers to students'conscious, active and creative involvement in language learning activities under the teacher's guidance for their comprehensive development. Humans'subjectivity is manifested in their autonomy, initiative and creativity, etc., which is formed and developed in the course of practical activities.The New English Curriculum Standard puts great emphasis on students'subjective participation in classroom. However, taking a close look at the present English teaching, we find that students'subjectivity is ignored, and students'active participation in class is accordingly neglected, especially in rural schools. So this paper focuses on the application of certain strategies for the teachers to motivate the learners to exercise their subjectivity and to participate in classroom teaching and learning.The writer carried out the study in two classes in junior Grade 8, No.54 Middle School in Shijiazhuang for one year. Based on the analysis of the questionnaires, classroom observation and interviews, the author puts forward some strategies in this paper for the teachers to increase students'participation in teaching and learning, and to cultivate students'subjectivity. The strategies are to arouse students'interest in learning English, to trigger students'motivation, to create favorable English language settings, to train students'learning strategies and carry out inquiring learning. The purpose of applying those strategies to teaching Go for it is to arouse students'awareness of being the subject of learning and to increase students'participation in their language learning.The paper is divided into three parts. The first part is literature review, which focuses on the existing theoretical researches on students'participation. And the second part is theoretical framework of participatory teaching. The third part is research design. At last, the paper concludes that: a)The teacher's teaching philosophy and behavior have changed a lot after the application of subjective participation teaching strategies to classroom teaching. And the teacher has gradually attached great importance to students'cognition, emotion in the process of teaching. The teacher tends to give students sufficient democracy and liberty, respect students'self-esteem. Thus there is a more harmonious teacher-student relation than before. As for the teaching activities, the teacher manages the classroom more actively and lively by offering the students sufficient time and space to make a sense of language knowledge and foster language competence. b) Most students have improved their learning behavior. They are more active in classroom teaching and learning activities. And their consciousness of being the subject in their learning has been strengthened. Meanwhile, their learning interest is aroused with a clear and specific learning goal.