I. Overview of independent participation

(A) the concept of independent participation

There is no uniform definition of independent participation in China. It is generally believed that autonomous participation is not only a new teaching concept, but also a new teaching method. It is a cooperative and participatory learning method, which allows students to participate in classroom teaching from the actual needs of students, so that learners with different learning habits, different learning methods and different learning backgrounds can participate in it.

(B) the importance of independent participation in the application of ideological and moral courses

Autonomous participation can become a new teaching method, which is the requirement of the new curriculum reform for ideological and moral teachers. It can also rebuild the teacher-student relationship between teachers and students in ideological and moral courses, so that students and teachers have equal status. At present, the concept of exam-oriented education is deeply rooted, and the ideological and moral course not only fails to achieve the expected teaching purpose, but also makes students form the wrong idea that the ideological and moral course is a "small three-door". The teaching method of autonomous participation can effectively overcome these misunderstandings and stimulate students' learning enthusiasm.

Second, the application of independent participation in ideological and moral classroom education

(A) the application principle of independent participation in ideological and moral education classroom

The purpose of autonomous participation in teaching is to let students fully enjoy the fun of learning in the process of participatory learning and better experience the curriculum objectives of ideological and moral courses. Therefore, the main principles of independent participation in ideological and moral courses are as follows:

1. Validity principle

Autonomous participation does not completely allow students to learn independently, which is relative. In the process of independent participation in ideological and moral classroom teaching, teachers should monitor the whole process and check the students' preview, notes, review and completion of after-class topics from time to time. Teachers can also take effective strategies to attract students to participate in curriculum design, so that students can help ideological and moral teachers to better devote themselves to curriculum teaching.

2. The principle of comprehensiveness

Autonomous participation in ideological and moral classroom teaching also needs to meet the principle of comprehensiveness, so that students and teachers can participate wholeheartedly, including intelligence, mind, senses, emotions and will, so as to achieve the purpose of independent participation.

3. The principle of full staff

The principle of full participation means that all learners need to participate in the process of autonomous participation in order to achieve the goal of * * * progress. In addition to the above principles, there are also the whole process principle and the difference principle of independent participation.

(B) the embodiment of independent participation in ideological and moral classroom education

The application of autonomous participation in ideological and moral classroom education is mainly reflected in the following five aspects. Teachers and learners have their own tasks in each small stage.

1. Preparation stage

In the preparatory stage of independent participation, the main task of ideological and moral teachers is to divide students into cooperative groups, and the members of each group have their own functions and tasks. The number of team members can be divided according to the total number of people. The division of labor is that there is a team leader, a recorder, a spokesman, and other team members are responsible for collecting and sorting out information. This can ensure that every learner can participate in it.

2. Participate in the design stage

Students' autonomous participation in the design stage includes division of labor and cooperation. First of all, the teacher arranges the preview work for the students in advance, and then draws the key points of study, so that the students can summarize the course objectives, the structure of the classroom and the contents that need to be mastered in this class. In this process, teachers first guide and inspire students to think about the above problems, then teachers guide independent group members to discuss specific problems, and finally individual learners finish them independently.

3. Participate in the teaching stage

Independent participation in the design stage of ideological and moral church education is also the stage of teacher-student interaction. The first step in this stage is to design a typical case by setting the situation and encouraging all students to participate. For example, by explaining some short stories about respect and privacy that learners often encounter in their daily lives. Secondly, teachers can encourage one group to put forward their own views on the problems in the situation, and then other groups will express different opinions. Next, the ideological and moral teacher should organize students to record the questions raised, select the topics consistent with the number of groups, hand them over to the cooperative learning group for discussion, and finally show them to the teacher in the form of detailed words or drafts. After the exhibition is completed, the teacher will give guidance, ask new questions and give them to the students for class. Finally, teachers and students should sum up the results of the discussion together and praise the students who performed well.

4. Participate in the inquiry stage

This inquiry stage is the participation of teachers and students, and it is an upgrade and supplement to the problems in the third stage. Students' autonomous participation is mainly reflected in their divergent thinking. Dare to challenge the authority and put forward their own questioning voice, which is also the teaching requirement of ideological and moral course for learners to participate in the teaching method independently.

5. Participate in the evaluation stage

In the evaluation stage, autonomous participation is mainly reflected in two aspects, one is the evaluation between students, and the other is the students' own evaluation. At the same time, learners can also evaluate teachers, which can take place before, during and after class. According to the elasticity of time.

Third, independent participation in ideological and moral classroom education measures

(A) the formation of a reasonable team

Self-participation teaching is based on groups, because in order to improve the level of self-participation in ideological and moral classroom teaching, it is necessary to reasonably divide cooperation groups, ensure that all members in the group have it, and let all members participate in it through rotation.

(B) a correct grasp of teaching materials

When independently participating in the project formulation, we should be able to correctly grasp the teaching materials. First of all, we should try our best to ensure that the textbook has a certain connection with life, so that students can understand it easily and have something to say. Secondly, teachers should help students in cooperative groups to set monthly and weekly learning goals, which can be easily achieved through groups. Helping students set such phased goals can increase the self-confidence of team members.

(C) the use of interest to cultivate students' initiative

Cultivating students' initiative with interest is also a self-participation strategy. To cultivate students' interest as early as possible, we can stimulate students' interest by creating various situations before class. Then ask questions. In the questioning of ideological and moral classroom education, the questions asked should be as consistent as possible with the students' cognition, followed by the students' age and knowledge level, and the final questions should be of good quality.

(D) Improve students' participation in various ways.

In order to improve students' independent participation, we can adopt various ways such as individual competition, knowledge competition and interest expansion. The designed activities should make students experience "cognition" and "perception", make the activities as close as possible to life and maximize learners' participation.

refer to

Li Zhiyong. On the application of inquiry learning in the teaching of "ideology and morality" in junior middle school [J]. Learning Weekly.2011(07)

[2] Zhong Youwei, Huang Wei. Theoretical basis and characteristics of participatory teaching [J]. Journal of Anhui Education College. 2007 (04)

[3] Gao Guangsheng. Discussion on participatory teaching method [J]. Practical preventive medicine. 2005 (04)

About the author: Li Guoxiang (1976. 12-), female, undergraduate, a first-class teacher in middle school, works in Fengwei Middle School in Zhenkang County, lincang City, Yunnan Province.

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