Generated In The Primary School Classroom Teaching

Generating is a very important instruction concept which is advocated in theNew Curriculum and Instruction Reform. It has great value and significance onconverting the mechanical wearisome and procedural traditional instruction. However,it is not only owned by the New curriculum and Instruction Reform, but also someother theories are characterized by it. Such as Dewey' s idea of "Education is areformation and transformation. " Education' s un-serial Feature" ,"Philosophical Interpretation Theory" , "Post-modern Curriculum Theory" ,"Knowledge' s Generating Theory" , "Negotiation Curriculum Theory" , and so on.All of them embody the concept of generating and give the author much inspiration.The author tries her best to analyze and sort out the documents and reference materials which can be found. In addition, the author does some research by analyzing examples. On the basis of these, the author proposes that generating has two meanings. It not only means the students 'generating, but also means the teacher' s how to deal with it and when to deal with it. Both of which can not be distinguished strictly.Because classroom instruction is a very complicated system, whose development shows a character of un-serial nature. Besides, student' s differences on structure of his /her cognition, etc, it is very inevitable that generating problems occur in classroom instruction. Generating can cultivate the sense of considering and raising problems. It also can satisfy the student' s desire of exploring, make the esteem to student' s subject. What' s more, the knowledge which students construct actively by themselves is more meaningful. At the same time, it is very helpful to cultivate the teacher' s educational wisdom and make the teacher' s profession into reality.The author discusses what is generating, the reason of generating, how to generate, and answer the teacher' s puzzle. The author hoped the thesis can give readers some enlightenment.