A Study On The Development And Utilization Of Generative Resources In Ideological And Political Courses In Senior Middle Schools

The implementation of the New Curriculum Reform puts forward new challenges to the development of the curriculum resources. As a new curriculum resources, generative curriculum resources(GCR) has great developmental and utilizable value which start to draw educator’s attention in all aspects. Generative curriculum resources refers to all new situations and problems beyond teachers which appears in the activities of students and teacher, students and textbook, students and classroom conversation. The proposal of generative curriculum resources changes the situation that the textbooks and reference books are regarded as the only curriculum resources. However, with the limitation of traditional exam-oriented education, the professional level and competence of teachers and polyhedral constraints, the deep-seated curriculum resources in the teaching process always overlooked. In order to adapt to the trend of New Curriculum Reform, comprehensive and in-depth theoretical study and practical exploration are desperately needed in the research of generative curriculum resources in senior high school ideological and political class.This research mainly apply the literature review method, classroom observation method and case analysis method to analyze and discuss the research background; the significance and purpose of the research; and the previous research situation abroad and at home of the generative curriculum resources in senior high school ideological and political class. A great amount of theoretical basis and cases are used to sum up the existing problems in the exploration and utilization of the generative curriculum resources in senior high school ideological and political class based on the definition of GUR. After analyze the causes of present teaching situation, the author proposes the exploratory and utilizable strategies according to this research.This thesis is composed of five parts.The introductory chapter includes four parts:the background and purpose of the research; related researches of generative curriculum resources at home; comprehensive research of GCR in senior high school ideological and political class; methodology and innovation of this research.Chapter Two proposes the relevant definition of generative curriculum resources includes the definition of senior high school ideological and political; four resources: accidental resource, incorrect resource, diversity resource and interrogative resource; and the significance of the exploration and utilization of GCR in senior high school ideological and political class.The third chapter is the theoretical basis of GCR in senior high school ideological and political class; five principles of exploration and utilization, namely openness principle,authenticity principle, effectiveness principle, practical principle and creative principle; the characteristics of GCR in senior high school ideological and political class: indeterminacy, relevance, innovation, difference, openness.In the fourth chapter, the author objectively researches the existing problems of exploratory and utilizable of GCR in senior high school ideological and political class mainly from four aspects:poor consciousness of exploration and utilization, lack of the capability of exploration and utilization; serious loss of GCR for exploration and utilization in a haphazard way; the patterned classes cause the singleness and stereotype of the GCR; disunity of presupposition and generation in the process of teaching, most teachers focus on presupposition while ignore generation. In addition, heavily affected by the traditional utilitarian teaching theory; inflexible presupposition leads to patterned and closed classroom teaching; the relationship of presupposition and generation are not handled correctly; the limitation of the professional level and competence of teachers. These four perspectives are used to analyze the causes of the problems mentioned above.Chapter Five. On the basis of previous analysis and discuss by a plenty of case studies, the author attempts to find out some effective strategies to solve the existing problems of GCR in senior high school ideological and political class from four aspects. First of all, change the concept and try to improve self-cultivation. Secondly, fully explore and use the generative resources of students. Thirdly, presuppose and generate flexibly. Last but not the least, ideological and political teachers should do timely self-evaluation and self-reflection.