Research On The Problems And Countermeasures Of Student-Centered Participation Teaching Mode In Ideological And Moral Course

At present, student-centered participation in classroom teaching has been reached a consensus in educational circles at home and abroad. And scholars advocate that students should be the master to participate in the whole teaching process and realize complete and free development of subject. Ideological and moral teaching conducts the main task of carrying out moral education and improving students’ ideology and moral. Therefore, it needs to carry out student-centered participation teaching mode which is also the request of modern education and new curriculum reform. Only if students participate actively in the process of ideological and moral teaching, can they truly become the masters of learning, constructing knowledge, developing ability and cultivating moral character.However, when student-centered participation teaching mode is used in ideological and moral teaching in China, it still exists many problems. Due to the deep-rooted traditional teaching concept, traditional teaching model, which ignores the teaching subject –students’ subjective initiative, is still in a dominant position. And it often instills the ready-made knowledge into students’ mind to lead the students to accept the knowledge in the fixed teaching process, which seriously hinder the play of the advantages of the pattern and the achievement of students’ subject status. Also, the teachers are in low enthusiasm to put the subjective participation teaching pattern to use and have over-prioritized the status and authority in teaching ignoring the students’ subjectivity, which seriously affects the formation of the students’ innovation. Therefore, what problems does student-centered participation teaching mode have in ideological and moral teaching? The questions, the reasons and the countermeasures need to be researched.During the course of study, document analysis, the case study method and observation method are used in this article to analyze and research the problems and the countermeasures in student-centered participation teaching pattern of ideological and moral course. And the paper is divided into three parts.The first part is the theoretical explanation of student-centered participation teaching mode, described from four aspects: conception, theoretical basis, forming mechanism and characteristics.The second part explains four problems which are traditional teaching model hinders student-centered participation teaching pattern; teachers are in low enthusiasm to put student-centered participation teaching pattern to use; students lack the consciousness of active participation and students’ participation activities receive mediocre results. Then it analyzes the causes of the problems from the four aspects: the traditional teaching mode is against student-centered participation teaching pattern; teachers have the recognition mistake of student-centered participation teaching pattern; students’ consciousness of active participation is weak; and the operational program is need to be perfected.The third part is the foothold of the thesis. According to these problems, the part summarizes four strategies, which are to know and use the traditional teaching mode and student-centered participation teaching pattern correctly; to clear teachers’ new role in the classroom teaching; to elevate students’ participation awareness; to master operation principle and operation process of student-centered participation teaching pattern, to successfully conduct student-centered participation teaching mode. Also, the paper offers detailed explanation of the countermeasures. In ideological and moral course, we should critically inherit the traditional teaching mode and achieve the complementary and integration of the two teaching modes. And the teachers should be the organizers, the participants and the guide in teaching process. And the students will cultivate their participation awareness from the teaching content, activities, process, and evaluation. Operating principles are conformance to requirements, stimulating activeness, closeness to practice, and combination of teaching methods. At last, the thesis shows the detailed elaboration of the countermeasures. They are creating problem situation, independent thinking and cooperative inquiry, demonstrating and integrating information, and the combination of the teachers’ evaluation and the students’.Finally, the paper summarizes the core point of the research. At the same time, it proposes the suggestion for the future work and illustrates limitation of the research, in order to implement student-centered participation teaching mode in ideological and moral course comprehensively, scientifically, systematically.