The Theoretical And Empirical Research Of The Participation Approach Used In Senior Chinese Class

With the development of the current new curriculum reform, the forms of Chinese class arrangements have changed greatly. This paper is to study the effects of "the Participation Approach" on remedying the traditional teaching, finding its theoretical support in humanism and re-constructionism as well as in the "New Standards of Senior Chinese ", which suggests the ideal of Chinese teaching should be "improving the students' Chinese proficiency and elaborating the educational function of Chinese teaching". This paper is to do some theoretical and practical research about the "the Participation Approach", aiming to improve the present Chinese teaching in many ways: activating the students' interests, broadening the range of Chinese study, cultivating the students' Chinese proficiency, improving the students' Chinese accomplishments and finally building up the spirit of creation and co-operation.Beginning with the basic ideas of and the present researches in this field, also considering the practical situations of local education, this paper tries to prove the effects of "the Participation Approach" on improving the traditional Chinese teaching by using the methods of interview and investigation. In order to make the method more operational, the paper explores the nature of "the Participation Approach" by comparing with the traditional teaching and points out the five characteristics of Interactive Chinese Teaching: Active, Interactive, Open, Co-operative and Creative. Also it develops five principles to guide the Participation Approach, that is, keeping a good balance between interaction and co-operation, director and principal, balance and difference, inspiration and inquiry, aesthetic appreciation and cognitive attainment. What is more, the paper tries to design a practical teaching procedures characterized by the following steps: the students took an active part in lesson preparation, in classroom activities, in creation and inquiry as well as in reflective evaluation. Supported by the author's two years of practice, "the Participation Approach" is proved to be successful not only in restoring the student's principal part in teaching, developing their Chinese proficiency and creative ability but also in fully developing the students' personality. Also it is efficient to feed back teaching information and help teachers form teaching styles of their owncharacteristics. Apart from this, in a Participation Chinese Class, the teacher's role has changed greatly from a knowledge provider (as it is in a traditional sense) to a motivator of students' development, from a teaching researcher to a curriculum exploiter and designer.In this case, the Participation Approach follows the present educational ideal--taking the students' full development as the aim of education, agrees with the trend of curriculum reform. And thus the widely spreading and using of it will certainly bring in some energetic life into Chinese teaching.