A Case Study Of The Dynamic Generation Of Classroom Life Science In Middle School

The new curriculum reform has been clear about the subject status of the students in the classroom.Students are required to participate in class actively, under the guidance of teachers to active learn effectively.However, in the traditional classroom, teachers tend to dominate the class of themselves.The class is lack of truly effective interaction between teachers and students.Without interaction,naturally, there is no dynamic generative resources in class.Without the formation of dynamic resource, there is no such thing as "generativity" class.Traditional teaching has always been accustomed to the teaching process is simplified to a one-way process of teachers impart knowledge to students. Teachers completely carried out in accordance with the preset teaching plans, teaching in teaching teachers enforce the process of the lesson plan.In this class, the teacher and students lose the time and space to create. The entire class lost the breath of life and vitality.Therefore, the study of the dynamic generative teaching becomes more urgent.This paper is devoted to the study of generative teaching in science class by literature research, questionnaire survey method, case method and action research method as the main method of research.Through the literature research, master the inherent logic of generative teaching: to open, interactive feedback, agglomeration formation.Through the questionnaire survey, grasp the current status of generative class of science in case of ChongMing.Survey results show that the whole for the study of the theory of the life science teachers opposite instruction is not good.Hinder the life science teachers in the two main causes of generative teaching reform are: lack of teachers worry about their teaching ability and be afraid influence the teaching schedule.In the actual classroom teaching, the teacher of many practices and behaviors tend to hinder or affect the generative teaching in virtually.For example,most teachers like to ask memory of small problems rather than challenging problem.Teacher is willing to push the generative teaching, but there are still difficulties in the implementation process.Therefore through the case analysis method, the selection of two selected phase ii class changes in classic lesson example video, two cases analysis of their respective advantages and common ground, absorb experience.Finally create a case, the thorough classroom practice and put forward the practice experience and advice.Through the above research, several important concerns should be paid attention to generative teaching.In terms of class values, respect students’ subjective initiative, individual difference.On the teaching target, especially need to pay attention to "process and method", "emotional attitude and values" goals.In terms of teaching resources, in addition to make good use of the textbook resources, also need to pay attention to network resources, living resources, especially the wisdom of student resources.On the process of teaching, followed the open, interactive, produce order.In teaching organization form, pay attention to students’ activities, more use of group cooperative learning and inquiry learning.In the aspect of teaching evaluation,pay attention to the diversification of evaluation subject and object relations, paying attention to the process of thought.In terms of class culture, focus on clever,appreciation and encouragement.Teachers need to transform its role into the students and need to create a democratic classroom atmosphere to arouse the enthusiasm of students to participate in the classroom.They need to organize a variety of hands-on operation to promote the generation of resources for students, such as experiment,scheme design, mapping and drawing. They also need to study mature theory of generative class and formate the concept of generative class and action consciousness.