A Study On The Application Of Participatory Teaching Method In Junior Middle School History Class

The new curriculum reform advocates a concept that students should actively participate inclassroom teaching, which plays an important guiding role for the history teaching reform today.Teaching practices since the curriculum reform have proved that the participation teachingmethods are suitable for junior high school students in age and psychological characteristics; andonly do students participate in teaching activities, three dimensional goals of history teaching canbe effectively realized. At present, many problems still exist in the use of participation teachingmode in the junior high school history classroom, so researches on the application of theparticipation teaching methods are of theoretical values and practical significance. The authorthinks, results of researches on this topic can not only enrich and improve the junior middleschool history teaching theory, boost the new curriculum reform of the junior high school historyteaching, but also play a very important role for the students and teachers to grow and developthemselves.Under the guidance of the theories in education, psychology, and teaching theory, mainlythrough methods such as literature studies and questionnaire surveys, the author analyzed thestatus quo for middle school students to participate in teaching activities in junior high schoolhistory classroom-teaching processes, and put forward the principles and methods appropriatefor the application of participation teaching methods into junior history classrooms. Besides theintroduction and the conclusion, this paper consists of four chapters as follows:The first chapter, the concept of the participation teaching mode and related theoreticalbases. Firstly, define the related concepts involved in the participation teaching mode; thenintroduce the four basic education theories, including Maslow’s theory of hierarchy needs,Bruner’s cognitive psychology, learning theory of Constructivism, Dewey’s pragmatism, and soon.The second chapter, analyses on the status quo for students to participate in junior highschool history classroom teaching. Questionnaire contents includes three dimensions ofbehavioral, cognitive and emotional participation. The author tries to find existing problems inthe applications of participation teaching methods into the junior middle school historyclassroom teaching through data analysis of the survey studies, to provide practical supports forrelated theoretical studies on the topic.The third chapter, the principle and method to guide the application of participationteaching methods in junior middle school history classroom teaching. The principles mainly focus on six aspects including the establishment of a democratic and harmonious teachingatmosphere, ensuring students’ participation time, combining the experience of existingknowledge and the actively constructed new knowledge, offering fish and teaching to fish,promoting the development in deep cognition, and enhancing students’ emotional participationconsciousness. About the methods, mainly discuss problem context, group cooperation, playroles, micro teaching courses, extracurricular activities, evaluation methods.The fourth chapter, the basic steps and experimental analysis of the use of participationteaching methods in junior middle school history classroom. The author first cited the basic stepsof participation teaching methods used in junior middle school history classroom, and describedthem with teaching records; then through comparison between experimental and control classes,the author illustrated their effectiveness in teaching practices.