Research On The "Situation--Inquiry" Generative Teaching In Political Lessons Of Senior High School

The new curriculum reform has been implemented in senior high school of Fujian Province since the fall of 2006.How to implement the new curriculum whose core concept is "to reconstruct our country and to develop each pupil"? How to inspire students' interest in political lessons? How to make the class lively and interesting? Guided by the new curriculum theory and educational teaching theory,the author carried out the research on the "situation-inquiry" generative teaching in political lessons of senior high school during the school year of 2007-2008,using the action-research method.In the study,the meaning of generation was defined;the meaning and the main features of generative teaching,the characteristics of the high school students and the nature and function of the political lessons were analized;the meaning,the basic requirements and the theoretical basis of the "situation-inquiry" generative teaching in political lessons of senior high school were explored.Combining with teaching practice,researches on the five common,typical teaching modes such as "life situation-experiential inquiry " generative teaching,"media situation-self-inquiry" generative teaching,"simulation scene-participation-inquiry " generative teaching," problem situation-cooperation inquiry" generative teaching and " conflict situation-reasoning inquiry" generative teaching were carried out respectively.Take "Factors that Influence the Price" (the first period of the second lesson in Economic Life) for example,the comprehensive use of "situation-inquiry" generative teaching were studied.The research reveals that generative teaching can be used as the common classroom teaching and be run through the whole teaching process.