High School Mathematics The Generative Teaching Case Studies

At the present day, the New Curriculum Reform has been put forward and widely concerned in our country, the call of"generative instruction"as part of the New curriculum reform can be heard and are praised highly. However, few people can apply"generative instruction"into class because of various reasons. Some teachers think that the generative instruction can be achieved by situation leading, interaction between teachers and students. In fact, that is not enough. The new curriculum reform also requires teachers help every learner develop their own characteristics besides their learning. As a mathematics teacher in senior high school, the writer observed the generative instruction of mathematics class in high school, and discovered the problems occurring in class, and then analyzed the problems by use of tests after class, mid-term test and final term test, and distinguished generative instruction and preset instruction and at last solved the problems.This article can be divided into four parts,The first is the leading part, which introduce the reasons and meanings of choosing this topic;The second is literature review, by referring to different scholars and experts'viewpoints to define generative instruction;The third, the writer try to learn about the present situation in his school by classroom observation and research;The fourth, the writer analyzes what he observed in class and then work out these problems.