Research On The Theory And Practice Of Participatory Teaching In High School Chinese Writing

In recent years, with the deepening of the ordinary high school new curriculumreform, students "life consciousness","subjectivity" and "autonomous learning"consciousness increasingly brought to the attention of the school and society. Gearedto the needs of all students, respect students’ individual differences, promotingstudents’ all-round development, is the fundamental starting point for the newcurriculum reform.Under the impetus of the Chinese new course reform, high schoolwriting teaching by teachers and students more and more attention and graduallymoves towards diversity of exploration.But in the years of experiments, the newcomposition teaching goods appear a series of problems, high school writing teachingto a certain extent, is still in a state of low or even negative effect. In the face of suchsituation, the construction of a harmonious democratic participatory thesis teachinghas its important practical significance.This thesis is divided into four parts.In the first part of part of the problem put forward, starting from the writingteaching, combining with the questionnaire and teacher interview, from students,teachers, social system, three aspects analysis the main problems of the current highschool Chinese writing teaching. The second part is theoretical study of participatoryteaching of composition. This section focuses on interpretation of participatory thesisteaching connotation, from its basic characteristic analysis, tries to comprehensivelyand deeply. At the same time, this part summarizes the theory of participatoryteaching, it based on the theory of participatory teaching, triple conversion theory andlife education theory. Theory is the forerunner of action, this part of the research forthe specific implementation of teaching practice to lay a good foundation.The third part is based on the second part of the participatory theory, combinedwith the writing teaching practice, the concrete implementing participatory writingmode to explore them. This part according to the theory of participatory teaching,explores the several kinds of practical participatory writing teaching strategies:propositions of participatory plan according to the writing, the teachers and studentsto participate in the common proposition, students selected topic; Participatory of thetopic: ask the students to participate in group discussions, teacher guidance; Conception of participatory independent conception after students participate in groupdiscussion, teachers help students accurately conception; Selection of participatory;Participatory design: students participate in group discussion lists writing outline,teacher guidance; Expression of participatory students’ fast reading and writing,teachers participate in the writing and individual guidance; Modify the participatory: avariety of modified means to coexist, the teacher corrects students; Participatoryevaluation: writing evaluation of incentive functions, advocates the diversification ofevaluation subject, development rely on positive evaluation mechanism to create astudent; Participatory display: display the diversification of communication, etc.The fourth part is the teaching practice and reflection. This part puts forward theproblems in the process of study and produce confusion, and carried on the teachingreflection and improvement in time. Participatory teaching writing is combinedclosely with the concept of participatory teaching and composition teaching and formof teaching theory and teaching practice. Practice has proved that participatorycomposition teaching in improving students’ interest in writing and writing literacyplays a positive role. I believe that, with the deepening of the research, participatorycomposition teaching will bring to the current composition teaching a kind but full ofvitality of the wind.