新课程改革背景下历史教育要求学生主动参与到历史教学过程中去，然而实际上中学历史教学过程中学生参与的情况却不容乐观。学生积极地主动地参与历史课堂的情况较少，而学生被动地接受知识的情况较多，这十分不符合新课程改革提出的以学生为主体的核心理念。本文希望通过提高初中历史教学过程中学生参与的教学设计的探究，帮助一线历史教师更好地开展历史教育，促进学生的全面发展。作者通过文献研究和问卷调查等方法，对初中历史教学过程中学生参与教学的现状进行了调查和分析，并结合学生的需求和课程标准的要求进行了教学设计，来试图改善学生的参与的情况。除前言和结语外，本文一共包括三个部分：第一部分，初中历史教学过程中学生参与的调查。调查问卷涉及行为参与、认知参与和情感参与三个维度。作者通过对调查结果进行数据分析，发现初中历史教学过程中的学生参与是存在问题的，其中认知参与和情感参与需要提高。第二部分，提高初中历史教学过程中学生参与的教学设计。在分析了历史教学过程中学生参与的特殊性和历史教学的特殊性的基础上，选取了《三国鼎立局面的形成》一课为例进了教学设计尝试，试图改善初中历史教学过程中学生参与的情况第三部分，《三国鼎立局面的形成》教学设计的案例分析。通过对该教学设计中具体的教学活动的研究，并从学生参与的角度对具体的教师活动和学生活动进行归类和分析。

Under the new curriculum reform in the context of history education requires students to actively participate in history, however, the actual situation of the students involved in the teaching of history is not optimistic. Lower student classroom participation, more passive acceptance of knowledge, which are not in line with the new curriculum reform proposed to the student's core philosophy. This paper aims to instructional design methods to improve history teaching junior high school students to participate in the process, to help history teachers to better carry out the history of education, to promote the comprehensive development of students.Through literature research and survey methods, history teaching high school students to participate in the teaching process of the status quo conducted a survey and analysis, combined with students 'needs and the requirements of the standard curriculum instructional design, to try to improve the students' participation in the case. In addition to the preface and conclusion, this paper includes a total of three parts:The first part, Survey history teaching students in the process of participation. Questionnaire included behavioral engagement, cognitive engagement and emotional engagement in three dimensions. Through the survey results of the data analysis, found that junior high school history students to participate in the teaching process is problematic, which participate in the cognitive and emotional engagement need to improve.The second part, designed to improve junior high school student History lesson's participation. Based on the analysis of the particularity of the teaching of history, select the " The formation of Three Kingdoms situation " a class, for example into the instructional design attempts, trying to improve the situation in junior high school students to participate in the process of teaching history.The third part, "the formation of the Three Kingdoms situation" instructional design case studies. Through the research on specific teaching activities in the instructional design, and from the perspective of the students participating classified and analysis of specific activities of teachers and student activities.