A Research On Effectiveness Of The Participatory Teaching In Rural Middle School Chinese Classroom Teaching

With "Sino-British Gansu basic education cooperation project" and thedevelopment of early21st the eighth curriculum reform, the Participatory Teaching isactively and widely implemented. Conform to the requirements of the times and theeducation reform in teaching, the Participatory Teaching training to adapt to new talentsof the social development in21st. According to the author’s view, the so-called "theParticipatory Teaching" is in the process of teaching, teachers guide students to changefrom passive acceptance to active participation, cooperative discussion to solve thedifficulties and problems in teaching, finally achieve the goal of teaching practice. And"the Chinese participatory classroom teaching" is that with the harmonious anddemocratic classroom atmosphere, teachers with the help of professional knowledge, bystimulating the students’ interest in learning, to enable them to the independent,cooperation, and explore ways of learning to actively participate in the teaching process,to experience the verbal ability, thinking ability, aesthetic ability and emotional attitudespractice activities.Based on the understanding of "the Participatory Teaching" and "the Chineseparticipatory classroom teaching", this paper is based on the four index measures thatthe effectiveness of participatory teaching (that is,"a Chinese knowledge of the problemsituation, thinking experience process, there are success or setbacks emotionalexperience, verbal production and sharing time"),with the help of the questionnaire,structured interview to the teachers and to the junior middle school Chinese classroomteaching observation, to practical school as an example, investigated and analysised theimplementation that junior high school Chinese classroom participatory teaching, andfound although it has been the promotion and development of certain, but in thecountryside junior middle school the Chinese participatory classroom teaching practiceeffectiveness also exist some problems, the problems and the reasons mainly in (1)Chinese teachers lack of the professional theories and operation ability of teachingequipment;(2) teaching the lack of scientific theoretical guidance, not really reflectingthe "participation";(3) the students’ autonomous learning awareness worse, the Chinese expression ability is weaking;(4) restricts the teaching resources and equipments andother objective factors. For the problems and the reasons, in our opinions, we shouldstart from the following four aspects:(1) the Chinese teachers should keep pace with thetimes, constantly improve the teaching abilities and practicing the idea of participation;(2) students should renew ideas, give full play to their potential;(3) the educationadministrative department should try to improve the teaching conditions, pavedsuccessful education roads, thereby enhancing the effectiveness of rural junior middleschool Chinese classroom participation teaching.