A Study On Presupposition And Generativeness Of Chinese Classroom Teaching In Senior High School

In the past few years, with the deepening development of new curricular reform, great changes have taken place in Chinese teaching of senior high school: dynamic liveliness, self-exploration, and association with life have been widely applied by teachers into practice, because the traditional closed circulation is of no benefit to students'individual development. Classroom teaching on the basis of presupposition and generativeness is no longer what used to be, but a creative platform that helps students with self-understanding, self-interpretation. In brief, it promotes students'individual feelings and unique views, and emphasizes more their growth. This paper attempts, through the study of presupposition content and methods, and generative strategy, to display the openness and generativeness of classroom teaching against the background of new curricular reform. A presuppositional and generative classroom model has the potential of activating students'curiosity, fulfilling their subjective respect and love of life, helping their active knowledge-system construction, and also helping teachers'educational specialization.This paper includes four parts: Part One deals with the studies on current Chinese teaching conditions in senior high and their values school at home and abroad,; Part Two summarizes presupposition and generativeness in terms of their definitions, theoretical basis, and practical significance; Part Three researches on the practical circulation of presupposition and generativeness in senior Chinese teaching; the last part concludes with a deep thought on presupposition and generativeness under in the influence of the new curricular reform.