A Case Study Of Generative Teaching In Junior Middle School

The basic education curriculum reform program (Trial) points out that class teaching should not be a closed system. Neither should teachers stick to the preset fixed teaching model. Every lesson should be an integrated and unrepeatable process generated by passion and wisdom. The Curriculum Standard for the full-time compulsory education of science (grades7-9) states that, in the teaching process, the adoption of specific teaching methods should be based on the actual situation and the teaching plan should be changed and optimized accordingly, so as to be in compliance with students’ cognitive rules and characteristics of learning. Thus, teaching practices should pay more attention to students’ dynamic generation.Generative teaching is a teaching method which advocates that teachers guide students to generate questions and deal with unexpected problems in the teaching process. It pays attention to the doubts, interests, expectations, and even potential abilities emerging in students’ development. In the process of generative teaching, both the teacher and students focus on the teaching content by participating in the dialogue, communicative and cooperative activities enthusiastically to achieve the teaching tasks and teaching aims. Therefore, generate teaching gets more and more attention in the teaching process.In this thesis, the author chooses L middle school in Baoan district of Shenzhen as the research sample to carry out an experiment. The subjects are two science teachers and the classes they teach in Grade Eight in this school. The author selects two lessons in their textbook (published by Zhejiang Education Press) as the research content and makes careful analysis with the help of the research methods such as case study, observation, interview, questionnaire, etc. the current situation of generative teaching applied in the class is presented; the problems existing are discussed; and some strategies are also put forward to solve these problems. The thesis consists of three parts:Chapter One is introduction. The introductory part briefly states the basic definition, characteristics and value orientation of generative teaching. The current research situation is discussed. And the research background, research significance and research content are introduced.Chapter Two displays generative teaching applied to science class in junior high schools---a case study of L school’s science teaching. This chapter presents the research subjects, research methods and the observation of two teaching samples. By classroom observations and the interview of the teachers of the two classes, the author found that the teachers not only focused on students’emotion and treated students’ mistakes correctly, but also emphasized moral education. What’s more, they attempted to change the original teaching ideas boldly, which shows that the teachers have the sense of generative teaching. But the study of the after-school training and the real-time survey of students indicate that there are still some deficiencies in the implementation of generative teaching.Chapter Three mainly points out the problems existing in the application of generative teaching to junior high school science class. And some strategies are figured out to solve these problems. Through the analysis of the study, the author finds out that in the teaching of science, there are still some problems, such as insufficient preset, the lack of scientific language training and improper handling of generate resources. Then, some strategies are raised for the students to generate and solve these issues, including the well-preset strategy, interactive strategy,"follow-the-regulation" strategy and reflective strategy. Firstly, as to the well-preset strategy, the teaching materials, students’ pre-scientific concepts and students’own characteristics are the three positive factors which need to be considered before the implementing of generative teaching; secondly, the interactive strategy adjusts the process of generative teaching by diverse interactions among teachers, students and other individuals; the third one is the "follow-the-regulation" strategy, in which the overall objective of scientific knowledge, pedagogical knowledge and skill objectives, students’feedback and students’physical and mental development are the factors need to be taken into account; Fourthly, the reflective strategy puts an emphasis on the teachers’ reflection of the teaching parts such as the preparation, practice, and self-checking of the class, and the reflection of learning others’wisdom, through which better generative teaching will be achieved.In conclusion, this thesis observes two complete sections of science class which apply generative teaching in the entire classroom teaching process. With the methods of classroom observation, teacher training, interview and survey, the author summarizes the problems existing in the application of generative teaching to junior high school science class and proposes some corresponding strategies. The innovation part of this study lies in its regarding the three aspects of teaching----the preset before class, the complete course in class and the comment after class, as the key point of generative teaching research, which improves the strategies of applying generative teaching in science classroom practice. This kind of comprehensive way of research is not common in similar studies. This paper is conducive to accelerating the pace of the implementation of generative teaching in science class, as well as providing some help for the front-line teachers to better apply generative teaching.