The Study Of Using Non-directive Teaching In The Political Course In High School

Non-directive teaching theory is originated in the 1940 s, in the 1950 s to improve, the founder of this theory is Carl Rogers, whose main points of non-directive teaching theory is the emphasis on "student-centered", teachers should respect and trust their students, and to establish a harmonious relationship between teachers and students, teachers and students should be honest to each other. The role of teachers is providing a variety of teaching resources as much as possible and appropriate learning environment to promote the development of students’ potential. This paper is based on a literature review, questionnaire, survey current situation of non-directive teaching, and some of the factors which impacted the using of non-directive teaching that appears in classroom teaching. Then put forward my own thinking and suggestions about those related factors, the main author of the article is divided into five parts to describe the related issues.The first part is to introduce the background and significance, described the literature review at home and abroad, presented ideas, research methods and innovations of this research.The second part described the meaning of non-directive teaching theory and Thought Political Lesson of High School and the main points of non-directive teaching, as well as the theoretical basis of non-instructional teaching, and related theories.The third part is finishing the questionnaire, collect analyzes, understand the status of the using of non-directive teaching, and the current situation of non-directive teaching that appears in classroom teaching. Collect and analyze the investigation of the phenomenon.Based on the questionnaire and interview, the fourth part analyzed the main factors which impacted the using of non-directive teaching that appears in classroom teaching. The main three factors were analyzed: teachers, students’ factors, school factors and social factors.Based on the above analysis, the fifth part offered some suggestions of the using of non-directive teaching theory in Thought Political Lesson of High Schools from the three main aspects of teachers, students, schools. For teachers is mainly change their roles, to build a harmonious teacher-student relationship, respect and trust of students, to provide students with the opportunity to show themselves, for students is create a safe atmosphere in the classroom, focusing on social practice, provides a wealthy teaching resources, create problem situations, stimulate students’ interest in learning. The main aspects of student is learn to trust and respect teachers, make sure the goals and motivation to learning, develop a sense of self-efficacy. At the last of this paper is the related evaluation on non-directive teaching theory.The integrated, author of non-directive teaching literature Now, to understand the value of non-directive teaching, which is in line with the quality of education and the new curriculum requirements, reflecting an educational philosophy and pursuit of presentation is more species diversity, this article focuses on allowing non-directive teaching philosophy guiding ideological and political classroom teaching high school, high school thought political lesson to improve the existing problems, improve the standard of teaching in high school ideological and political course, achieve a more ideal teaching effect.