| Today the class teaching is facing new challenges for the comprehensive and profound social transformation calls for the subjective spirit of students. In order to make classroom into the spiritual nest for students' active growth, classroom teaching is required to be rebuilt with the values that can promote the growth of students' subjective spirit, on which the dynamic class teaching conception is founded. The dynamic generation in teaching conception is of great significance both for fostering students' subjective spirits and is conductive to students' active and wholesome development.With the deepening of cognition on the essence of teaching and the progress of the teaching reform, the idea of dynamic generation has gradually been realized and accepted, but the situation in class teaching practice can not make us so optimistic. Many problems, such as mechanically abide by teaching plans, over-opening, invalid interaction etc still exist. How to realize dynamic generation in classroom teaching has been the main problem that obsesses teachers.Based on the analysis of the existing studies and observation of the actuality of class teaching, this thesis attempts to find out the resistant factors in dynamic generation and tries to deliver an idea of practical transformation. There are mainly three parts in this thesis.In the first part, this thesis focuses on the conditions and present situation of dynamic generation in class teaching. According to research, the major differences between dynamic generation and traditional classroom teaching lie in positive multi-agent participation, multidimensional openness, and dynamic generation in the process. Next, the necessary conditions of dynamic generation include appropriate openness of teaching, teachers' proper feedback to students, hierarchy of teaching procedure, adequate interactions, reasonable extension and accurate teaching purpose. Judging from the survey on several undesirable situations in practice, the lacking of necessary conditions for dynamic generation directly gives rise to the mechanization, isolation, and the loss of vitality.In the second part, in accordance with the study of factors in class teaching, the thesis offers an analysis of resistant factors in dynamic generation. After interpreting the interviews and reflections from teachers, the author realized the failure of dynamic generation could be mainly attributed to resistances from teachers, students and other external factors such as the lacking of time and energy for teaching study, the invisible pressure form traditions and examinations, and inadequate information and direction. Besides, the author also makes an analysis of the resistant factors caused by teacher's various views of study, students, and teaching, innovative sense and personal quality, lack of knowledge and experience, studying habits and ability for interaction, and Interest for study of students.In the third part, a study based on a dialectical view is made to discuss the relationship between different resistant factors, and offer the possible solution for transformation. According to the study, teachers' subjective resistance is an extensive demonstration of external resistant factors, and a determinant to the improvement of teachers' quality. As teachers and students cooperate to construct classroom teaching in different ways, thus the relationship between them is inter-locked. The three types of resistant factors embody intricately on teachers, meanwhile these impediments shape the way how teachers teach. Based on these analyses, the author argues that the key to realize dynamic generation in the classroom teaching is the transformation of teachers' subjective resistant factors, any breakthrough must lies in the clear understanding of the relationship between planning and generation of teaching, as well as skillfully handle the two factors in practice. In the last, the author attempt to put forward some tentative, arguable but practical methods to transform these resistant factors. |
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