A Study On The Influence Of Teaching Style Of Senior High School Political Teachers On Student’ Classroom Participation

The standard for ideological and political courses in ordinary high schools(revised in 2017 and 2020)positions high school ideological and political courses as activity oriented subject courses.The total number of teaching methods adopted by teachers in the classroom teaching process to achieve teaching objectives is teaching style.Relevant research suggests that teaching style,as an important medium for teachers’ teaching and students’ learning,is a key factor affecting students’ classroom participation.Student participation refers to the explicit and implicit behaviors that students exhibit in the classroom,which is an organic unity of cognitive participation,emotional participation,and behavioral participation.The new round of curriculum reform proposes a student-centered concept,where teachers should respect students’ subjectivity,make students the masters of learning,and return the classroom to students.However,existing research and relevant classroom observations indicate that students’ participation in the classroom is not high and their learning initiative is not strong,especially in the political discipline,which has a lower level of participation compared to other disciplines.In order to further improve students’ classroom participation,this article takes a demonstration high school in Guiyang as the research object,proposes research hypotheses based on teaching style theory,conducts field surveys through questionnaire surveys and teacher interviews,and conducts statistical analysis,correlation analysis,and regression analysis on the data through SPSS 22.0.The research results indicate that:(1)The common teaching styles of high school political teachers are rigorous logic and caring sharing,and there are significant gender differences.Among them,female teachers score significantly higher in the caring sharing dimension than male teachers,while male teachers score significantly higher in the rigorous logic dimension.(2)The scores of students’ participation in various dimensions in high school political classrooms range from high to low,including emotional participation,behavioral participation,and cognitive participation.The overall level of participation is not high,the degree of participation is low,and the learning enthusiasm is not high.(3)The teaching styles of rigorous logical,caring and sharing,humorous and lively,and innovative and exploratory teachers have a positive promoting effect on students’ participation in high school political classrooms.Based on the research results of this article,corresponding suggestions are proposed for improving students’ classroom participation in different teaching styles of high school political teachers.Rigorous and logical teachers should be willing to communicate and actively communicate with students in teaching,bringing them closer together;Innovative and exploratory teachers should improve their professional literacy,continuously innovate teaching methods,adhere to a firm political stance,and cultivate students’ core academic literacy;Humorous and lively teachers should strictly regulate their teaching and guide students to summarize and summarize;Caring and sharing teachers can appropriately require students in their teaching to keep teaching ahead of development and promote students’ development.This article reveals the inherent laws between the teaching style of high school political teachers and student participation,which can provide reference for teachers to improve their teaching style based on their own characteristics,thereby mobilizing students’ initiative and enthusiasm to participate in classroom interaction.