Research On The Theory And Practice Of Total Participation Teaching In Primary School

Since the reform of the new curriculum,the focus of school education has gradually changed from emphasizing teacher-oriented to advocating student-centered.The student-centered embodies the modernization of educational ideas and human culture,and has become a universally accepted educational concept in the country and region.Therefore,the idea of student-oriented classroom emerges as the times require,that is,paying attention to students' active participation,cultivating students' creative ability,paying attention to students' emotional experience and realizing positive and effective interaction among individuals.In addition,the concept of educational equity also emphasizes that teachers should provide students with equal opportunities to receive and participate in education,especially in the process of education.Therefore,it is necessary to emphasize the participation of every student and to provide every student with equal opportunity to receive education.The main purpose of the total participation teaching is to realize the integration of students' participation,so that each student can develop and contribute to the generation of the classroom.The whole participatory classroom takes care of everyone in the classroom,especially the "marginal people”in the classroom.Emphasize diverse interactions in the classroom.From the existing literature,domestic scholars on the full total participation teaching discussion is not detailed enough,most of the strategies are too macro overview can not be in-depth.From the point of view of educational practice,many teachers still have concerns when they accept the idea.In view of this,in this study,the author tries to explain the characteristics of the total participation teaching,and through the observation of the middle and high grade students' participation in the classroom teaching process,combining with the statistical analysis of after-class interviews and teachers'questionnaires.To explore the factors that affect students' classroom participation and the feasibility of full participation.Through the investigation of students' participation in class,the following conclusions are drawn:in the aspect of overall perception of classroom state,the author finds that there are obvious differences in the situation of classroom participation,the state of classroom teaching is highlighted as compliance under authority,and the teaching method of teachers is single.In the dynamic analysis of classroom participation,there is a problem that classroom participation is variable and multidimensional participation remains to be awakened.Furthermore,From the perspective of the allocation of classroom participation opportunities,the explicit participation opportunities and implicit participation opportunities obtained by students are not equal.On the dimensions of individual differences in students' classroom participation,the researchers found that students with different levels of classroom participation and different learning bases had significant differences in their perception of classroom,self,and teachers.This difference is reflected in four different types of students.Through the investigation of the four dimensions of students,teachers,teaching and classroom environment factors,this paper explores the influence of different factors on students' classroom participation.To explore the practical obstacles of total participation teaching,the first is the constraint of task center and efficiency guidance,the second is the teacher's subjective constraint,the deficiency of teacher's expectation and multicultural accomplishment,and the third is the internal factor of students.The last is the objective restriction,the influence of the original historical factors of the class,such as seat arrangement,job assignment,class size and so on.Finally,the author puts forward the way to realize the total participation teaching:to create a classroom atmosphere that pays close attention to the students' learning,to tolerate the classroom without mistakes,establish a mutually dependent relationship between teachers and students;to explore the art of asking questions in the teaching method,and to realize the individual differences in teaching in order to ensure the maximization of the opportunities for participation.In teaching strategies,supportive evaluation is used to effectively encourage internalized learning motivation,and enhance students' sense of responsibility and autonomy in learning.