The Objective Reflection And Strategy Construction Of Contemporary Classroom Teaching Reform

Since curriculum reform enter into “abyssal region”, the perspective of classroomteaching process has seen tremendous changes. Based on the reflection of traditionalclassroom teaching, the curriculum reform advocates generative teaching.Classroom teachinghas broken the mechanical and dull form of the precious, presenting a “lively” picture. Butbeyond that, there comes many thought-provoking problems.Classroom teaching does notrealize the generative teaching in a very real sense. The “pseudo generative” results theclassroom teaching to formalism. Generative teaching goes towards “one-side” and as we paytoo much attention to it so that we ignore the “pre-determinative teaching” is a kind ofhealthy,conventional form of classroom teaching. All of that, caused classroom teaching to theextreme. Thus reflection on educational reform based on criticizing to “pre-determinativeteaching” and “pseudo generative”, forming and moving toward a dialectical view ofclassroom reform gradually.The paper mainly adopts literature research method and case analysis method, it aims atthe disadvantages of “pre-determinative teaching” and the current situation of “pseudogenerative” to build an ideal scene of generative teaching, advocating a real view ofgenerative teaching.First of all, the paper puts forward that “pre-determinative teaching” is the crux oftraditional classroom teaching, then concrete analyzes traditional classroom teaching form,and makes a rational thinking of it.Secondly, the paper advocates the pursuit of generativeteaching. It criticizes the formalism of generative teaching,what is,in other words, critical of“pseudo generative”.One more, the paper describe the value and form of real generativeteaching, and reflect on the teaching aims of real generative teaching which we should build.As to our contemporary curriculum research, not all of the content is suitable for generating inclassroom teaching,some should choose “pre-determinative teaching”; some should trend“generative teaching”;some should use both.Real generative teaching is based on thedialectical of “pre-determinative teaching” and “generative teaching”.Finally, the paperdiscusses how to realize real generative teaching.By means of listing actual cases in classroom teaching and in-depth theoretical interpretation, raising strategies to real generativeteaching, and implements strategies from four aspects:generative mechanism, generativedynamics, generative path and generative manner.The paper appeals to select proper teaching views based on criticizing “pre-determinativeteaching” and “pseudo generative”.We should not ignore the value of “pre-determinativeteaching” while realizing the value of generative teaching.The kinds of teaching perform theirown functions, and continue to find out the balance point of “pre-determinative teaching” and“generative teaching”.