Secondary Language Students' Participation In Policy Exploration And Research

Generally considering, studies on subjective participation began in the United States in the early years of twenty century. The representatives such as J. Dewey J. Piaget Bruce C. R. Rogers Broom and etc advocated and studied their ideas of subjective participation respectively at different angels and depths. From 1990s on,the western educational circles have changed their perspectives of class teaching-learning research from teachers to students, and have made effective and systematic progress about student subjective participation.In China, from 1980s on, with the educational circles' concentration on student subjectivity become a hot issue. Theory thinking research' s gradual maturating has provided broad background and future for studies of Chinese subjective participation strategy. Many scholars and teachers put forward many individual teaching- learning methods and patterns about subjective participation ideas. But, in China, main trend of Chinese teaching still is inclined to know and develop student subject from teachers' activity points of view, and lacks systematic description and operation. Subjective participation strategy, which considers from students' needs development socialization and etc as human, probes and systematically researches from perspectives of student participating teaching and is of guiding significance for Chinese teaching practice, has been one of the essential issues of future teaching research and reform, and it is what this paper aims to look into.The concept of Chinese teaching subjective participation strategy is based on study theory structure and subjective education theory. Chinese teaching subjective participation strategy aims at developing and improving students' subjectivity in Chinese learning, and fulfilling multiple teaching aims of development.Research on Chinese teaching subjective participation strategy is based on theories of modern Pedagogy Psychology;from the relation between democracy liberty respect favorable reception emotion activity and subjective participation, itadvocates enhancing student subjective participation as human himself-favorablereception strategy mutual emotion-stimulation strategy activity-development strategy. The most important difference between these strategies and thegeneral teaching strategies, is that the former takes students as independent and compact individuals of certain knowledge > emotion experience and attitude. And the most important characteristic is that the former emphasizes the functions of democracy % liberty-, respect % favorable reception â– > emotion ^ activity in teaching and learning.To some extend, teaching experiment for application of this strategy reflects: on one side, Chinese subjective participation can obviously strength students' subjective consciousness, effectively change their activity patterns, improve their study achievement;on the other side, it can promote teachers' changing teaching ideas and behaviors, improve teachers' concerning to students, set up kind relation between teachers and students, make nice class atmosphere, and effectively arrive at teaching aims of knowledge-, emotion and consciousness.