Research On The Generative Classroom Instruction

As the main approach to curriculum implementation, classroom instruction plays an important part in the concrete implementation of curriculum reform. It specifies the idea of "human-orientation" in the context of the new curriculum. It is also based on respecting human's unfinished development and pursuing human's perfect and free value of life for purport. However, the current classroom instruction is affected by the traditional instruction norms, such as too much emphasis on the authority of teachers and stress on the objectivity and certainty of knowledge. It not only makes the rich flow of the original instruction process to be rigid and uniform, but also seriously ignores students' subjectivity and initiative, and deprives their rights of exploration. Eventually, it can't contribute to students' effective learning. Thus, the problem of generation classroom instruction is brought forward.The idea and reality of generative classroom instruction is the inevitable reflection, complying with the new curriculum reform. It is the practical needs of real instruction. Moreover, it is the tendency of theory and practice of classroom instructional reform in our Chinese schools. Based on the standpoints mentioned above, with the idea of "for each student's development", this paper tries to illustrate the state of classroom instruction under the new curriculum reform, and mainly studies problems as below:Firstly, this paper summarizes researches on generative classroom instruction. By discussing the origin of generative classroom instruction, especially the feasibility and necessity of it, the paper analyzes the status at present.Secondly, it analyzes the theory foundation of generative classroom instruction. Respectively discuss the inherent relation between generative classroom instruction and philosophy theory, psychology theory, teaching theory, and knowledge theory.Thirdly, it discusses the connotation of generative classroom instruction and the characteristic of it. Generative is raised under the world education reform, especially under the new curriculum reform in China. It advocates different idea and demand in the value, objective, process, resource and evaluation of instruction. Generation is distinctive to predetermination, but close to presupposition. As for the characteristics it possesses, we conclude that in the value of instruction, it concerns about the value of students' life growth, reflecting autonomy, openness, development and unlimited transcendence of it; Referring to the objective of instruction, it concentrates on students' learning process and learning methods, advocates new learning styles, and keeps the touch between classroom instruction and reality; On the process of instruction, it pays attention to contacts and dialogues between teachers and students. The process advocates democratic and equal opportunity to participate, reflects the communication and cooperation among them, and highlights the creation and generation of sense; As for the instructional resource, it should respect students' experiences and get back to their life, with the characteristics of openness, diversity, to be developed and the non-reproducibility itself; In the view of evaluation of instruction, it hammers both process and outcome are important. The evaluation concerns students' needs, emphasizes on the "participation" and thinking "process", and stresses the reflection of outcome.Fourthly, mainly taking Chinese and mathematics for example, by classroom observation, case analysis and interview, we conclude and sum up four aspects of problems that exist in the current generative classroom instruction as follows: Firstly, it is rather inclined to implement instructional objectives; Secondly, the instructional process takes on false prosperity; Thirdly, text interpretation deviates from students' life experiences; Fourthly, classroom evaluation adheres to forms. Meanwhile, an analysis to the reasons of the existing problems is made on the basis.Finally, the paper tries to explore its optimization strategies, according to the presentation and analysis of problems of generative classroom instruction. Referring to the main strategies, we suggest that it should concern generative instructional objective, enhance the life-orientation of instructional content, construct multiple and consultative evaluation of instruction, and improve teachers' instructional wisdom.