A Study On The Design And Practice Of Chemistry Generative Teaching In Senior Middle School

The quality of classroom teaching is closely related to the students’ future development. The traditional classroom teaching, due to the over pursuit of certainty and presupposition, has now turned into a linear rigid process. That teachers speak while students listen, which is not conducive to their learning enthusiasm, subjectivity and teachers’ and students’ creative space, is closed. "Generative teaching", an important teaching concept advocated by the new course, has aroused more and more teachers’ concern. But the chemistry classroom teaching of senior 3 is still hot in the exam-oriented education. We are paying more attention to exam results, leading to a fact that dull academic atmosphere, making little use of students’ leaning potential and little interaction between students and teachers.In order to strengthen the general high school chemistry teachers’ understanding and practice of generative teaching, the author, on the basis of previous research on the design, has been studying the practice of senior chemistry generative teaching, and has initially constructed the main line of solving the problem, encouraging the students to find the problem, put forward the question, analyze and solve a problem to train students’ exploring learning methods and problem consciousness and cooperation, thus encouraging the students, self evaluation and reflection on the construction of knowledge and improving thinking ability. In the process of practice, the author has preliminarily summarized the three chemical generative teaching strategies:to encourage and guide to lead generation, to carefully presume, to capture and manage realization of wit. Through performance tracking, statistical analysis and students’ questionnaire,the author has initially confirmed that the generative teaching in practice high school chemistry teaching is of good effect.Study and practice show that, high school chemistry generative teaching can make classroom atmosphere active, stimulate students’ interest in learning chemistry, promote the change of learning mode of students, improve the students’ learning achievement, and lay a good foundation for students’ all-round development, personality development and lifelong development. At the same time, the generate awareness of teachers is obviously enhanced, and has gradually established the correct concept of education and has improved the consciousness of course resources. The author now can actively carry out teaching and research, improve the teaching level and enhance the wisdom of classroom teaching.