A Study On The Practice Of Physics Participatory Teaching In Rural Junior Middle School

Participatory teaching refers to teachers and students in equality, harmony, mutualrespect classroom environment, student-centered, teacher-led, aims to give full playthe role of the subjectivity of students to mobilize the enthusiasm of students,cooperation and creativity, encouraging students to actively participate in the teachingprocess, the teacher concerned about students’ self-experience, self-discovery,self-reflection, so as to achieve self-learning students learn to master the methods andknowledge, developing their ability to promote the development of the student’s ownsubjectivity a teaching model.Participatory teaching in school education shows the vitality has an importantsignificance in the school teaching methods. First, participatory teachingstudent-centered, teacher-led philosophy and student-centered on the concept of thenew curriculum reform is consistent; Secondly, participatory teaching aims to developthe students’ enthusiasm, cooperation, initiative and creativity this target and"Long-term Education Plan" requirements goal is the same; once again, to participatein teaching is to promote students’ active participation, active learning, activeconstruction of knowledge and experience in the construction of knowledgegeneration process of knowledge while also allow students to be sublimated emotions,knowledge and abilities that goal with the new curriculum, processes and methods,three-dimensional target attitudes and values are the same strain.This research have six parts, The first part is literature review conductedparticipatory research in rural junior middle school physics teaching literature,inspection found little research on participatory rural junior middle school physicsteaching. The second part is the theoretical study of participatory teaching; thereconstructivist theory is based on participatory teaching educational theory of multipleintelligences theory, humanistic theory. These three theories to promote astudent-centered, student participation and help students construct knowledgecreativity. The third part is the author of the school year, students in the ninth gradephysical education Survey and the same school where the author and the other three counties in rural junior middle school physics teachers teaching physical status of thesurvey. The fourth part is to build a rural junior middle school physics teaching modeto practice participatory research and compare the results according to thecharacteristics of rural junior middle school physical education and difficulties. Thefifth part is to analyze the practical effect of proposed strategies and reflect onparticipatory teaching. Part VI is a summary of the paper.The current situation of this study is based on a survey of rural junior middleschool physics teacher difficult to teach and students to learn hard, low physicalachievement, student learning enthusiasm is quite poor, the majority of studentsphysical weariness, boredom leads to extreme physics class does not listen tophysics. Based on this dilemma build rural junior middle school physics teachingmode to practice participatory research, the findings indicate that participatoryteaching will help to improve the status of rural junior middle school physicaleducation, after the implementation of participatory teaching, case students do nothave to learn a lot of physical weariness change, there is a majority of students beginhands-on experiments, start thinking, start group cooperative learning, physicalperformance has been improved. Mainly for the following points: First, participatoryrural junior middle school physical education improves students’ interest in learningphysics; Second, participatory rural junior middle school physics teaching juniormiddle school students in rural areas to improve the physical learning efficiency;Third, rural junior middle school physics involved in teaching students to take theinitiative to improve the ability to learn; fourth, rural junior middle school physicsstudents to participate in teaching physical performance has been significantlyimproved. These are enough to illustrate the participatory rural junior middle schoolphysical education teaching is to play an active role.From a practical effect to see, The junior middle school physical participatoryteaching upgrading and improvement of rural physical teacher difficult to teach andrural student difficult to learn, Participatory teaching play a certain practical role forthe rural middle school, Participatory teaching have a significance reference forphysical teaching education reform.