Research On Current Situation, Problems And Countermeasures Of Students’ Participation In Rural Junior Middle School

“participation”is the security which ensure that students can follow the teachers’ teachingprocess, understand and memory the knowledge and think independently, active class participation is theimportant embodiment of cultivate and develop students’ subjectivity. This reserch from the perspective ofstudents, study on the student’s class participate breadth,the distribution of participate opportinity,theparticipate mode and the extent of students’ participation, diagnose the student class participation effecteffectively,and provide reference to the teachers to understand students’ participation correctly,improvestudents’ participation.This research adopts case study method, select G middle school as a partner school, throughquestionnaires, classroom observations and interviews and other research methods,study on the students’participation of partner school. The study found that all kinds of problems exist in rural middle classparticipation:first, the student’s class participate breadth is low(participation rate is48.33%onaverage);second, the distribution of participate opportunity is unfair, And girls participate in significantlymore than boys;third,about the participation mode, students tend to be passive nonverbal participation, lackof active verbal participation;last, Low degree of active participation also exists, accustomed to one-way sitand listening to the teacher’s explanation quietly, need to get rid of depend on teachers. To solve aboveproblems, based on predecessors’ research clues, the effect factors of rural junior middle school studentsclass participation is analyzed and discussed.The factors include external objective factors,teachers andstudents’ own factors. External objective factors including social and cultural factors, the teaching materialcontent arrangement and seating arrangement; Teachers’ factors including the distribution of paticipation opportunity, the use of teaching strategies, build the classroom emotional atmosphere and questioning;students’ own factors include gender, scores and participation willingness.The author combines the characteristics of middle school students’ learning and the status quo ofpartner school students’ participation, then the following recommendations are put forward:the teachersshould form positive teaching expectations on students; adopt the strategy of promoting students toparticipate in classroom teaching; train students’ correct participation motives; to promote students formpositive self-concept.