The Action Research Of Generative Teaching Reform

"Focusing on students' development" has been the core concept as the new curriculum was pushed forward. Meanwhile, generative teaching emerged, which is a dynamic two-way interaction of teachers and students and embodies the core concept of the new curriculum. Generative teaching poses new challenges to the school administration, for example, how to lead teachers to change their ideas; how to help them form new mode of thinking and teaching behaviors, all of which are practical questions for the school administration to solve. For improving the effectiveness of school teaching management, enhancing the leadership of the school administration, and upgrading comprehensively teaching quality, carrying out a series of studies on the reform in generative teaching is of positively practical significance and important research value.The thesis tries to find out the current situation of generative teaching reform in Y primary school as well as the reason and the process of carrying out generative teaching through action research. The thesis mainly discusses changes in management that result from generative teaching and concludes the administrative experience in generative teaching reform, aiming to explore the methods and rules that promote and improve generative teaching administration in elementary schools. During the research, we adopted various methods including action research, integration of research and investigation, case study and documentation study, with action study the major method. Targeting at the problems in teaching activities and teaching management practice and following the procedure of "plan-implement-reflect-improve", we explored continuously with action study to improve generative teaching management and solve the practical problems, revise the plans, improve methods of research, enhance the efficacy of researches.According to the theory points of generative teaching and its reform, we firstly analyzed the value of studying generative teaching in teachers' change in teaching conception, improvement of teaching behavior and school management. Based on the practice of Y primary school in teaching reform, next we analyzed the origin and features of generative teaching, and demonstrated and expounded in depth the definition of the core concept of generative teaching, support of teaching management, a standardized system and specific implementation strategies. After that, we used questionnaires, individual interviews and other methods to understand the status of generative teaching, the impact of its reform on teaching and school management, and clarify the roles of school administrators, chief of teaching and research group and teacher in generative teaching reform in order to construct the system of school teaching administration. We also summarized the current shortages existing in generative teaching reform like:the process of teaching management is not in place, the organization of teaching and research activities is not thorough, and the teaching capacity of teachers and the requirements of them do not meet. We conducted an in-depth analysis of the causes, which includes inadequacy of research programs, lack of motivation in teachers'independent study, ineffective teaching leadership of the school administration. At last, strategy of generative teaching reform was proposed to address the causes, aiming to strengthen school-based training, and improve the quality of teaching and research activities. Changes in the awareness and behaviors of the school administration help improve teaching leadership. Reconstruction of the evaluation system leads to better teaching quality.