Application Research On High School Thought Political Lesson Of The Participatory Teaching Method

The Participatory Approach rise and development in recent two decades, this newteaching methods to improve the drawbacks of traditional teaching, is a strong advocate of thenew curriculum reform teaching methods. Participatory teaching methods to encouragestudents to participate in teaching activities, student-centered, flexible use of a variety ofteaching methods to guide the students are free to think, guiding students to participate inpractice, and fully mobilize the enthusiasm of the students to cultivate the students’ interest inlearning, students acquire knowledge the exercise to the comprehensive ability. Traditionalteaching methods ignore the dominant position of students, only students as receptors ofknowledge, biased in favor of teaching to the test, the results lead to the apparent lack ofinterest of the students’ political lesson. And few political lessons of the class, the teacher inorder to finish the work, even less energy activation of the teaching content, to mobilize thestudents’ interest. Meanwhile, the traditional teaching methods to exclude the students incurriculum design, curriculum design all done by teachers without the participation of thestudents, so that students learn only in order to achieve the goal of teacher students developlearning, which makes political lesson more boring classroom, students have little or noenthusiasm for learning. Participatory pedagogies change based teaching methods in the pastto explain to teachers, to protect the dominant position of the students in the classroomteaching, and attention to students’ individual differences, strengthen the practical applicationof knowledge to enrich and improve the teaching methods of the teachers to strengthen theexchanges and cooperation between teachers and students, and to enhance the feelingsbetween teachers and students, to ensure the students ’physical and mental health andpersonality development, which are conducive to increase students’ interest in the ideologicaland political course. Participatory pedagogies classroom into students can take their stageshow, and help to improve the students’ interest in learning through discussions, lectures,debates, and fully mobilize the enthusiasm of the students. The difference betweenparticipatory teaching methods with traditional teaching is that the goal of participatoryteaching methods in classrooms, learning by the students personally involved in thedevelopment, to enable students to work in order to achieve the goals, which can stimulatestudents’ initiative. Participatory pedagogies can also enhance the sense of responsibility ofthe student learning, participatory pedagogies, teachers and students to participate incurriculum design, the corresponding wild teachers and students all bear the responsibility ofteaching design. The quality of teaching is good or bad, has a close relationship with theteacher students, the curriculum is not designed to achieve the desired results, the studentsalso have certain responsibilities. This allows students more responsible in the learningprocess, rather than something to do with them, absent-minded attitude. Participatorypedagogy but also to equip students with the ability of self-learning and lifelong learning.Participatory teaching methods, the students continued with their teachers, classmatesexchanges and cooperation with each other to explore, and constantly improve themselves, their cooperative learning, lifelong learning and self-learning ability will continue tostrengthen.This article explores the ideological and political course in high school participatoryteaching methods, analysis of the restrictions and the feasibility of the application ofparticipatory teaching methods, explore of participatory pedagogies should follow theprinciples and way better in high school teaching of ideological and political use ofparticipatory teaching methods provide a theoretical basis.