Student Main Participation Teaching For Ideological And Political Lessons In Hight School

Student main participatory teaching is the demand of the times and is the call of new curriculum reform and quality education for the teaching of Ideological and political lessons in high schools. It has a profound theoretical basis and practical significance. Under current actual situation of new curriculum reform, student main participatory teaching should be promoted and implemented vigorously for ideological and political lessons in junior high schools and senior high schools."Main participatory teaching"is a kind of teaching and learning activity form and practice process, i.e., to the main educational thinking and constructivism, etc., as a guide, students participate in teaching and learning activities on their own initiative and under the guidance of teachers, acquire the knowledge actively, build the capacity and emotion, train their thinking, develop their own various quality better and faster. It is also a tendentious behavior that both teachers and students get into the teaching activities and complete the task of teaching independently, actively and creatively. Its essence is to liberate students in the teaching.——It is not only a kind of teaching idea, teaching concept and teaching format, but is also a kind of teaching mode, teaching method and teaching requirement, and can be a kind of teaching strategy, at the same time it has some important characteristics and manifestations, etc., of "main participatory" teaching mode. "Student main participation" teaching for ideological and political lessons in high schools is the specific application of student main participation teaching in the teaching of ideological and political lessons in high schools.This article is divided into three parts for the research. The first part defines the basic connotation of student main participatory teaching of ideological and political lessons in high schools and analyses the important significance of implementing this type of teaching. The second part summarizes the characteristics of student main participatory classroom teaching for ideological and political lessons in high schools, such as subjectivity, practicalness, openness of the process of main participatory, proportionality of the participation degree of teachers and students, etc. The third part summarizes some strategies to realize student main participatory classroom teaching for ideological and political lessons in high schools, including several main strategies (strategies of democratization, life and cooperation, activity, etc.); main operating points and reference procedures in the process of student main participatory activityly classroom teaching mode classroom teaching; some specific actual practice and realization ways to guide the student main participatory; and analyses and researches into main teaching methods such as main participatory teaching method, exploring and discovering teaching method, experiential teaching method, etc. adopted in this type of teaching. The nexe part of this article does much analysis, summarization and research, specifically for the new role teachers should act as in student main participatory teaching for ideological and political lessons in high schools——is changed from the original simple knowledge initiators to participants, supporters and partners of students in learning, as well as promoters of personality development of students, and so on, enables it not only to integrate with the new curriculum, but also to have a more complete content system and a certain originality. To actively promote the new curriculum reform, to make a success of student main participatory teaching for ideological and political lessons in high schools, it is necessary to fulfill teachers'transition from the old role to the new role. So, it becomes really being finished at last.This article mainly uses such important methods as literature research method (to collect, collate and grasp present correlative domestic and overseas education and teaching theories and papers and articles related to this task), action research method (researchers and practitioners are integrated in actual work of education and teaching, research while teaching, teaching is integrated with and interacts with research), experimental research method (which be used to declare correlative research topics at the level of the school or of the city), etc.