A Study On Generative Teaching Ability Of Chemistry Teachers In Senior Middle School

The idea of generative teaching has become more and more popular among teachers and professors from 21 st century. During the process of generative teaching,the concept of teaching, the goal of teaching, the form of teaching and the communication between teachers and students are different from traditional education.It not only impacts the traditional teaching, but also supplements the traditional education. Looking back at the previous research, most of them still force on the theory, just like the substance of generative teaching, the basic features of generative teaching and so on. Some of the researchers probe the ability or character of teachers from the teachers’ perspective, but they all based on generative teaching. The present research takes the chemistry class at senior high school as the academic background,to probe the generative teaching ability, which includes the following aspects:The first part is introduction, including: academic background, the main question of this research, the value of the research, and the methods. This part can help the readers get the main idea of research quickly.The second part contains the concept of generative teaching which contains the basic feature of generative teaching and the conclusion of previous study. In addition to this,the second part also recounts the teacher’s teaching ability, it take the role to draw forth the next part.The third part explains the connotation and constitute of generative teaching of teachers in theory. During a generative class, the teacher should be the person who can build harmony atmosphere, who dig out the generative resource and so on. The composition of generative teaching ability of teachers includes teaching default ability,teaching cognitive ability, teaching operation ability and teaching reflective ability.The forth part uses the observation record form to research the present states of generative teaching in Shanghai. The results show that most of the teachers’ generative teaching ability are not good, especially the default ability.The last part put up forward with some strategies to enhance generative teaching ability of teachers, which includes re-build teaching concept, pay more attention to the students, improve the diathesis of themselves and so on.The innovations of this study lie in two parts: the first one is the birth of <The Scale of Chemistry Teachers’ Generative Teaching Ability in High School>,which is different from the traditional questionnaires; the second is to put this survey into aspecific subject, which could lead to a more explicit result.