Teaching High School History Lesson Generated

Generative teaching is a new conception being advocated constantly as the proceeding of the new curriculum reform. It requires teachers to look at teaching in a dynamic, developing and generative view and to pay more attention to the teaching process rather than the results. Teachers should also treat their students as individuals with their own life, respect the development of their characteristics and consider teaching as a process that should be promoted by the joint efforts of teachers and students. This is a challenge to traditional education, thus makes higher demands for teachers. However, this brand-new idea goes with the trend of the times, and it will definitely bring chances for further development to historical teaching. Nevertheless, in the current situation of historical generative teaching, teachers are still delivering the outmoded prefabricated teaching because of the deficiency of deep understanding of generative teaching.In view of the facts above, this article analyzed and explained some of the problems existed in current history class generative teaching on the basis of the theoretical analysis of it from the standpoints of both teachers and students. Accordingly, the author proposed the method of carrying out of generative teaching in historic teaching. It should rely on the four procedures of probing into the problem, scene reconstruction, memory migration and reflection after class, and then demonstrated how to carry out generative teaching according to the analysis of specific teaching cases. In order to make the history class generative teaching more efficient and reflect it own value. So the writer based on the relationship presupposition and generation:The teaching need generation, and also need presupposition. They can be compared to the two wings of a bird, neither of them is indispensable, teaching needs both of them. And to build a dynamic generation history class:Teaching is a rather complex system during which many unexpected affairs may occur, thus it requires teachers to handle the teaching problems in a dynamic view other than to implement the planned procedures rigidly. These two facets show the strategy of optimization of history class generative teaching in hopes of the splendid blossom of generative teaching in history class. In the end, the article made a summarized evaluation of history class generative teaching, that is, it showed humanistic care for life, increased much extra value, promoted mutual improvement of teachers and students. And it also blueprinted the bright future that with the development of the times, the history class generative teaching will become more enriched in its content and more far-reaching in its significance.To implement generative teaching in history class would be conducive to cultivate the students’ humanistic spirit and the publicity of their self-personality, from which they can acquire not only knowledge, but, more importantly, the wisdom the care for life.