A Survey And Analysis Of Gernerative Teaching Implemented In High School English Classrooms

Dynamic and generative classroom teaching accords with the new curriculum reforms and social development. Generative teaching may improve classroom atmosphere, attract students' attention on study, and thus enhance the teaching efficiency. Therefore, high school teachers need to achieve a better balance between pre-design and generation, explaining English classroom teaching from a dynamic and generative point of view. In recent years, the studies on classroom generative teaching have increased gradually, especially in Chinese subject. However, There are fewer studies on English subject, especially on the empirical study about generative teaching implementation in high school classrooms. Therefore, what are the high school teachers' attitudes towards generative teaching? How do they conduct it? What are the difficulties in implementing it? All these questions need to be answered urgently, and will be discussed in this dissertation.This dissertation is made up of six parts: In the first part, the dissertation introduces the background, significance and methods of the research, defines the key concept, and the structure of the dissertation. Chapter One summarizes the research on classroom generative teaching both at home and abroad as well as the theoretical basis. Chapter Two deals with the characteristics and the main principles of classroom generative teaching from the English subject point of view, such as generation should be based on preparation, generation should be natural, and it should be guided by teachers. Chapter Three is about the survey on current implementation of English classroom generative teaching in high schools, including research objects introduction and data collection. Chapter Four is about the analysis on the current implementation of English classroom generative teaching, including teachers' knowledge about and attitudes towards generative teaching, how it is implemented, the problems and difficulties in doing it and factors that may influence it. Chapter Five presents the conclusion of the dissertation according to the analysis and puts forward some suggestions on the implementation of classroom generative teaching.