The Practice Research Of Participatory Teaching In Junior Ideological And Moral Education

In the early 21st Century, our country carry out a new round of Curriculum Reform。The new reform pay more attention to the potential development of students,the cultivation of practical ability and initiative spirit. Besides, it also advocate the active participation and willing exploration of students and that emphasize the changing of learning mode. The subject matter of Participatory Teaching coincide with the new Curriculum Reform. The implement of Participatory Teaching is an important measure during the process of Curriculum Reform. However, in the traditional Ideology and Morality Course, teacher is the only actor during the class which is so called spoon-feed education while students are just the silent and passive recipients of knowledge in class. As a moral education course, learning is much more important than sheer teaching. What teacher should do is not only delivering knowledge to students but also instruct them the new practical learning methods in various areas. Self-determination, cooperation and exploration in the Curriculum Reform showing the importance of students participate themselves. Therefore, student- participation is the requirement for the Ideology and Morality Course in the new age and Curriculum Reform and All-round Education. Under the new trend, junior high school Ideology and Morality Course should focus on the Participatory Teaching. Combined with the Curriculum Reform, we could make a systematic study and that could arise further significance.Subject Education,Experimental Learning and Constructivism have the guiding significance for the Participatory Teaching. During the process of Participatory Teaching, we could mobilize the learning desire of students, training their ability, thinking mode and emotion so that let them aquire knowledge happily and positively. In addition, students at different levels could participate and enjoy this teaching mode. We could conclude here that Participatory Teaching is a creative teaching method that emphasis on students explore knowledge themselves positively. Only when we make a further discussion about Participatory Teaching, could we conclude a better teaching method that suit today students and promote the Curriculum Reform and Basic Education.In this essay, theories of Education and psycology will be adopted. The author would use document analysis, experimental research and class observation to prove the effectiveness. The author set the teaching experiment at a urban-rural secondary school depending on the purpose of Curriculum Reform, the relevant theories and the experience of the author. According to the interest, attitude and statistics data of the experimental class, the author conclude that Participatory Teaching could do better in the knowledge obtaining and the cultivation of ability and emotional value. What's more, Participatory Teaching is good for the training of positive learning and promote the quality of Ideology and Morality Course.The essay is divided into four parts. The first part is the basic component of the essay which make a comprehensive annotation of Participatory Teaching. In this part, the author make great effort on the description of the concept and feature of Participatory Teaching. Discuss the basic form of Independent Study and Cooperative Learning under the Participatory Teaching combining the the idea of Education, Psychology and Curriculum Reform. The second part laying the foundation for the practice of Participatory Teaching and combining the relevant theories abroad to analyse theoretical principle of Subject Education and Experimental Learning. The third part is the major part. The main content is the discussion of the practice of Participatory Teaching in the Ideology and Morality Course which including the fundamental principle of carry out Participatory Teaching gradually and promote both teacher and students' advancement. Participatory Teaching include the main teaching purpose, main content and evaluation. Promote students' positive attitude and the quality of course and comprehensive ability through experimental study and class observation. The fourth part analyse the inobservant problems existing during the class. For one thing, the teacher would neglect the knowledge requirements of students easily. For another, the teacher might over emphasis on the diversification of during the teaching. The author conclude some countermeasure for those problems combining the teaching experience. And advocate that the teacher should make full use of emotion transfer and creative questions and more social activities to further improve students' participation and advice-giving.