Research On The Application Of Participatory Teaching In The Teaching Of Morality And Rule Of Law In Middle School

Participatory teaching emphasizes the dominance of students,and stresses on their acquisition of knowledge and development of abilities through active participation in the teaching process.And it also meets the basic requirements of the new curriculum reform for cultivating students’ comprehensive qualities,therefore,it has been highly praised by many frontline teachers in the teaching reform.At the same time,participatory teaching is in line with the ideas that emphasize students’ dominant role,fully take students’ life experiences into consideration,create diverse learning contexts,and help students improve their key abilities,which are advocated in the “Curriculum Standards for Moral and Rule of Law in Compulsory Education”(2022 Edition).Therefore,it is an effective teaching method that meets the requirements of the Curriculum Standards.However,due to the influence of many factors such as traditional teaching concepts and teachers’ practical abilities,there are still some problems in the application of participatory teaching in the teaching process of “Morality and Rule of Law” in junior high school,which affects the improvement of students’ comprehensive abilities and the cultivation of core literacy through broad participation.Based on the above content,literature research,investigation,and case analysis methods are used to investigate the current situation of the application of participatory teaching in the teaching of “Morality and Rule of Law” in junior high school.And proposing corresponding improvement strategies based on the analysis of the reasons.This study mainly includes the following four parts:Part One: overview of the theory about Participatory Teaching in the “Morality and Rule of Law” course in junior high school.On the basis of analyzed connotation of participatory teaching,this section clarifies its characteristics,principles,and theoretical basis.Part two: analyzing the necessity and feasibility of applying participatory teaching in the teaching of “Morality and Rule of Law” course in junior high school.From the perspective of necessity,the application of participatory teaching in the middle school“Morality and Rule of Law” course is not only necessary to build harmonious teaching interpersonal relationships and optimize the classroom atmosphere,but also needful to motivate students to actively participate in learning,improve teaching effect,and cultivate students’ core literacy.From the perspective of feasibility,participatory teaching corresponds with the psychological cognitive characteristics of middle school students,in line with the teaching content of the course “Morality and Rule of Law”course in middle school,and can be effectively applied in the teaching of “Morality and Rule of Law” course.Part three: summarizing the main problems in applying participatory teaching in“Morality and Rule of Law” course in middle school through questionnaire survey on students and teachers,and observations in teaching practice.And the problems are mainly manifested in four aspects: students’ enthusiasm on participating in learning is not high,teachers use participatory teaching is less frequently,the participation forms designed by teachers are single and not comprehensive,and the teaching evaluation lacks scientific evaluation on participation degree.Meanwhile,corresponding cause analysis is conducted,which is manifested in four aspects: students lack awareness of actively participating in teaching,teachers lack theoretical knowledge and practical ability to implement participatory teaching,constraints from traditional teaching evaluation systems,and insufficient support from schools for participatory teaching.Part four: proposing strategies for the application of participatory teaching in the teaching of “Morality and Rule of Law” course in junior high school.Firstly,enhancing students’ awareness of actively participating in teaching,which includes transformation of traditional participation cognition,stimulation of students’ interest in participation,and building of a harmonious atmosphere of participation.Then,improving teachers’ application ability on participatory teaching,which includes transformation of traditional teaching concepts and establishment of participatory teaching concepts;strengthening of the theoretical learning of participatory teaching,and emphasis on full participation;and grasp of the practical application of participatory teaching and enrichment of the forms of participation.Next,optimizing the participatory teaching evaluation system,which includes diversification of evaluation subjects,increase on the proportion of students’ participation in evaluation;comprehensive evaluation of the content and increase on proportion of evaluation on subject core literacy;and diversification of evaluation methods and increase on proportion of procedural and qualitative evaluation.Finally,providing implementation guarantee for participatory teaching,which includes organization of relevant training for participatory teaching,support of hardware facilities for participatory teaching,and creation of the implementation environment for participatory teaching.