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On Participatory Teaching in Teachers’ Teaching

Yunhe Du, Siqi Wang, Wenqing Zhang


With the continuous development of society, in order to meet the educational requirements of the new era, primary education in China is receiving increasing attention and it is attempting to reform, however, this is also facing many new tests on the way. The Chinese Compulsory Education Curriculum Standards emphasized the fundamental concept of the student as the subject of learning. In teaching, in order to avoid the phenomenon of teachers filling the classroom with indoctrination while students do not absorb, we should have a proper understanding of the role of the teacher, face up to the subjectivity of students, and involve students actively in classroom teaching. Therefore, studying participatory teaching in Chinese primary schools will help us to better understand some social situations so that help teachers to teach more effectively and promote students' development. This paper puts forward four principles of implementation and on this basis, proposes specific teaching strategies such as cultivating students' undetermined initiative, choosing teaching materials wisely, enriching classroom activities, strengthening open-ended teaching, and promoting students' undetermined active participation.


Primary School Language; Participatory Teaching; Active Participation

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DOI: http://dx.doi.org/10.18686/ahe.v6i4.4354