The Research On Student Participation Of Rural Primary Schools Under The Background Of The New Curriculum Reform In Ethnic Poverty Areas

The development of the"National Middle and Long-term Educational Reform and Development Plan (2010-2020)"in this period has further secured and promoted the strategic theme of insisting on people-oriented core notion and overall implementing quality-oriented education. As a strategic task,a balanced development of compulsory education provides the inexhaustible power to achieve a steady, healthy and sustainable development of education. The situation of the compulsory education with the features of "Ethnic", "Impoverished Areas", "Rural", which are all under the special geographical perspective,not only attaches to the Chinese nation's cohesion and solidarity, but also is related to a nation's success or failure. New curriculum reform tries to guide rural primary schools in ethnic impoverished areas to adapt to the call of the times. We should attach more importance to the urgent situation of letting students fully involved in order to cultivate a real sense of ownership during the educational activities through the further development of the new curriculum.According to the survey result, there were still lots of drawbacks in student participation of the school curriculum improvement in this special region, such as insufficient awareness of student participation, inflexible participatory approach, relatively limited in content, little effective performance. As this paper argues that the existence of such problems to some extent seriously weaken the effectiveness of the student participation in educational activities. In order to provide the useful reference of improving student participation research for this region or even ethnic areas, the paper adapts the demonstration research and connects the theory with practice to make a comprehensive analysis and reflection of the real situation, problems and hidden reasons of the student participation in that areas.Finally, it puts forword a scientific, rational, efficient operation strategy.In the theoretic research part, on the basis of a comprehensive analysis of the related literature about the student participation at home and abroad, the paper connects with the notion of the new curriculum reform and clarifies its conception and value.In the demonstration research part, with the help of literature review, questionnaires, classroom observation, interviews and other research methods, this paper investigates and analyzes the current new curriculum reform situation of the student participation at primary school. During the research process, this paper uses F test and T test tools to analyze "Ethnic", "Gender"and "Grade"respectively.The result shows only "Grade"has an effect on the student participation. Finally it focuses on mainly four causes:teachers, students, teaching materials, environmental reasons. Teacher level:lacking of questioning techniques, an unsubstantial classroom organization way, general and monotonous response by teacher, lack of uniqueness and diversity of teaching style. Student level:lack of harmonious function among intellectual factors and interactive cooperation among non-intellectual factors. Material level:the general presentation of materials, inappropriateness and lack of resilience of teaching materials. Environmental aspects:traditional teacher-student relationship, medium or big class size, seating patterns of seedling type, superficial education atmosphere of classroom layout. All in all, this paper proposes an effective strategy for student participation of rural primary schools under the background of the new curriculum reform:1.Internal factors-building an effective mechanism for the student participation. First, building the concept of students involved in teaching (students are given the option to participate in teaching content, students are given the right to participate in the planning of teaching methods, students are given the right to participate in control of the teaching process, students can be involved in the evaluation of teaching); Second, broadening the students multidimensional participatory approach(affection-based participation, teaching activity-based participation, teaching phase-based participation); Third, solid foundation for the student participation (with a broad knowledge-based pad, formation of the conscious and proactive habit, cultivation of a high sense of responsibility, a ability to enhance the multi-directional participation). 2.External factors-creating a mechanism on the periphery of the student participation. First, change the traditional teacher view of participation(the role of a content dependent to a creator, an executor of the teaching process to a guide, a authoritarian of teaching evaluation to an impeller, a practitioner to a researcher); Second, the establishment of appropriate school-based teaching materials; Third, creating a participatory learning environment(tight teacher-student relationship, implicit heuristic class environment).