A Research On The Practice Of Interaction-Generative Teaching Chemistry Class Of High Schools

With the promotion of New Curriculum Reform in senior high schools in China, interaction has become the essential concept of the reform, and the interaction-generative class models are highly valued and advocated. The interaction-generative teaching is a new teaching model that facilitates a lifelong study and development of both teachers and students. However, under the current testing situation that put much emphasis on scores, the operation of this class model is one of the puzzlement teachers are facing.The study of interaction-generative teaching in China has been limited to its application. Much systematic study has only been carried out in primary Chinese and mathematics class, while its application study is only a start in other subjects. Especially for the chemistry class in senior high schools, interaction-generative teaching is only concerned with some teaching experiences, and the theory and practice are still to be combined. That's just the study purpose and orientation of this paper.With the theories of Constructivism, teaching process concept of"multi-directional interaction, dynamic generation", this paper makes a systematic analysis of the significance and characteristic of the interaction-generative chemistry teaching in senior high schools. By means of questionnaire and student interview, the writer summarizes the main influential elements in interaction-generative teaching, and with the self teaching experiences, the writer also attempts to construct an operational procedure for interaction-generative chemistry class and demonstrate the practical effect of this model in chemistry teaching practice with case studies, aiming at evoking attention and research in the interaction-generative chemistry teaching in senior high schools from more teaching staff concerned.The writer also puts forward some applying strategies in the interaction-generative chemistry teaching in senior high schools. One is the generation of objective. Teachers should be fully aware of the classification of the generation of objective, know clearly what they should do to promote the generation of objective. The other is the generation of resources. Teachers should be aware of the kinds of the generation of resources, and can utilize, transform and control the resources according to its kinds. The third is the generation of evaluation. Some principles that teachers should follow to generate the evaluation activities are introduced.The teaching practice and experiments show that the interaction-generative chemistry teaching model should be widely introduced in senior high schools. Through teacher-student interaction and student-student interaction, students pay more attention to the course of learning knowledge and experience the efforts and delight of scientific research. The students' enthusiasm for chemistry is greatly improved, and their passive study is replaced by active study, active challenge and active reflection. Their abilities of self-study, exploration, attentive listening, cooperation, evaluation. Students even ask teachers or peers actively about some confusing matters. For some difficult problems, they would rather think over by themselves or try to solve them in cooperation with others than wait for teacher's explanation. The scores are also much higher than before, with more and more high-score students . Meanwhile, in the practice of interaction-generative teaching, teachers will produce various feelings and more retrospective thinking in teachers. This will improve the professional levels and solve the problem of career fatigue of teachers as well.