Research On The Design Of Learning Activities To Promote Students Deep Participation In History Class Of Junior Middle School

At the beginning of the 21st century,China's new round of basic education curriculum reform will be kicked off.There are also many learning activities in the classroom,such as experiential learning activities,Research learning activities,and so on.However,under the new curriculum reform,due to the inherent concepts and evaluation mechanism,many front-line history teachers still have not got rid of the traditional teaching mode such as "cramming education" Actively organize students to participate in classroom learning activities,but for various reasons,organize students to participate in learning activities is only limited to the form,stop at the shallow participation.This is not very beneficial to the students'deep learning and all-round development,and to the students' comprehensive ability and higher-order thinking.Therefore,many scholars focus on studying students'deep learning from various aspects,among which deep learning through deep participation of students in learning activities is one of the research directions,but the results are less,especially for the history of junior middle school The related research on the deep participation of students in history classroom learning activities in junior middle school has not been found.This research uses literature research,questionnaire and case study to study the design of students'deep participation in learning activities.The main contents of this study are as follows:First,the concept of "students' deep participation" and "learning activities" are defined;To master the current situation of teachers and students'deep participation in learning activities in this area;to propose the design strategies for students'deep participation in learning activities;and to validate the feasibility of the design strategies through case studies.Through the research,this research defines "deep participation" and "learning activity" respectively.The author thinks that "deep participation" means in teaching activity deep participation should be a kind of learning state in which students join the learning community actively as individuals,make full use of learning strategies,creatively carry out effective inquiry learning,and form productive learning experience"learning activity" refers to a system designed by teachers to enable students to achieve a certain learning goal,make full use of resources according to students' learning motivation,and organize students' learning in the classroom.In order to evaluate the students'deep participation in classroom activities,the autnor summarizes the relevant characteristics from four aspects,and analyzes the typical problems and universal requirements in designing learning activities.On this basis,the author puts forward the design principles of students'deep participation in learning activities,including the pertinence of the goal,the openness of the presupposition,the comprehensiveness of the level and the pluralism of the evaluation.In order to let the front-line history teachers draw lessons from the design of learning activities,the author classifies the various learning activities into three kinds of commonly used learning activities:dialogue-oriented,inquiry-oriented and exhibition-oriented The design strategy of learning activity is put forward.