A Comparative Survey On The Inter-action Teaching Mode In Junior And Senior High School

Traditional political classes have been consumed as being too preaching and boring as a result of being abstract, covering a large range and thus it has been difficult to undertake teacher-student and student-student interactions. As the deepening of the new course reform, more and more teaching modes taking students as the main component of the class and teachers as the leading factor are being applied to the classroom teaching of every subjects. The subject of politics is also beginning to pay attention to the practical experience of life gradually. From the new textbooks of high school, it is easy to find out that the process of one's own growth is given much attention in junior high school textbooks, and in senior high school textbooks, much attention are given to the practice of life, including compulsory module such as economic life, political life, life and philosophy, and the cultural life. As for the approaches of teaching result evaluation, students of junior high school take the open-book examination, so that their capabilities are tested. And college entrance examinations are carried out with liberal subjects interwoven synthetically, which shows that it is meaningful to integrate the knowledge. of politics, history and geography, and assess how students put social and scientific knowledge.into practice. All these changes, in turn, require the change of the corresponding teaching methods Meanwhile, as the students are making self-perfection constantly, they are maturing both physically and mentally. Therefore, a change and break-through must be made in using teaching methods. And the author has found, after having analyzed a large amount of materials and practiced different teaching methods in the classroom, that the inter-action teaching mode can make an perfect connection of classroom teaching in junior and senior high school, and thus help to improve the teaching results.In the background of new course, the inter-action teaching mode is proved that it helps to improve the students' abilities of learning both independently and cooperatively, to cultivate and expand students' thought, and to enable them to make progress in communicating with others. To a certain extent, the inter-action teaching mode also helps students to accumulate some communication experience before they enter colleges, which are in fact like small human societies. Based on the former studies, the present thesis attempts to find out how the inter-action teaching mode can be used differently in junior and senior high school political classrooms, and analyze their different characteristics as well as the different forms of classroom organization and management, so that the appropriate inter-action forms could be used. For instance, according to the characteristics of junior high school students, we can ask them to present short pieces of plays, and have inter-actions among students. By creating perfect teaching situations, students will learn knowledge in a more relaxing atmosphere with the teachers' guidance. Senior high school students are comparatively more matured, so when we use the inter-action teaching mode, we can try to exchange the roles with students and carry out inter-action activities in the new roles. This method gives prominence to the students' sense of achievement, and helps to form better teacher and student relationship. So, in classroom teaching, teachers can choose different inter-action teaching forms according to their own characteristics to achieve better teaching results. And multi-media approaches are also good choices to offer help for the inter-action teaching.