A Study On The Design Of Chemical Generative Teaching In Middle School

Generative teaching is a teaching activity process based on original design, which is on account of the actual situation of teaching to adjust the teaching activities, so as to promote the development of students and teachers. Generative teaching design is carried out under the generative teaching. Generative teaching design emphasizes the teaching to adjust the presupposition based on the actual situation, and dynamic design in the teaching process.This paper is carried on the theoretical level and practical level to studying generative teaching design of middle school chemistry.Theoretical research level of middle school chemistry has three aspects:generative teaching goal design, generative teaching strategies design and generative teaching evaluation design.Generative teaching goal design mainly adopts literature research, and combines existing research results of teaching goal and the characteristics of generative teaching to study. Generative teaching goal design is divided into two areas:designing teaching goal before class and generating new teaching goal during the class. Generative teaching goal needs to adopt diverse goal expression pattern, such as behavioral objectives model, internal process combined with the overt behavior of objectives model and expressive objectives model.Generative teaching strategies design adopts observation of chemistry classroom and video analysis of chemistry teaching. Firstly, find the generative teaching fragment. Secondly, analyze the causes of these fragments from the perspective of teaching strategies. Lastly, explore eight generative teaching strategies:dynamical generation, elasticity presupposition, elaborate presupposition, the multidirectional interaction, creating the teaching situation, using the "accidental" curriculum resources, using visual AIDS and creating a democratic and harmonious classroom atmosphere.Generative teaching evaluation design mainly adopts literature research, and combines existing research results of teaching evaluation and the characteristics of generative teaching to study research. Generative teaching evaluation design of middle school chemistry should highlight the diversification. This kind of diversity is reflected in diversification of evaluation content, evaluation core, evaluation subject and evaluation way.Practical level of research combines theoretical research results and chemical knowledge. Firstly, conduct generative teaching design of middle school chemistry on the basis of theoretical research. Secondly, use generative teaching design for teaching practice. Lastly, analyze the generation of teaching practice to estimate the effectiveness of the theoretical research results.