The Theory And Practice Research On Senior High School Biology Generative Teaching

"Everything is for the development of every student" is the basic concept of the new curriculum, directly criticizes the traditional knowledge-based teaching. The new curriculum reform requires transforming the way students learn, advocates the teaching methods which pay more attention to students’development and which are more open and more flexible. Generative teaching is the teaching style which meets the requirements. The so-called generative teaching is a teaching development process in which the teacher adjusts activities constantly through their value judgment about students’need and interest, in order to promote students to learn more effectively, in the process of interaction between the teacher and students. It is also a dynamic process in which the teacher and students learn mutually, construct their own attitudes and cognition to the world, to others and to themselves together.With the constant advancement and further development of new curriculum reform throughout the country, as an important teaching idea, generative teaching has brought affects to the teachers’teaching practice. Classroom teaching is the most fundamental and daily practical activity in school education, and is also the most basic make-up of the activities in school between the teacher and students. Therefore, It is a worthy research subject, how to implement generative teaching and promote students’development more effectively in the specific classroom teaching practice. This article attempts to start from the biology subject to analyze the generative teaching, I hope to put forward some reasonable suggestions for the teachers’ generative teaching practice.This study mainly adopts research methods such as reviewing literature, questionnaire survey and experimental research. This article is divided into six chapters. The first chapter raises questions, states the cause of the selected topic, domestic and foreign research on generative teaching and the purpose and significance of the research. The second chapter elaborates the connotation and theoretical basis of generative teaching, which provides basic theoretical and methodological support for the entire study. Based on the characteristics of generative teaching, combining with the traits of the biological science, the third chapter presents several implementing principles for biology generative teaching in senior high school. Through the practical research on generative teaching, the fourth chapter summarizes some preliminary strategies for biology generative teaching in senior high school. The fifth chapter states experimental research of this study, analyzes the value of the biology generative teaching through the questionnaire survey, and analyzes the differences of students’ biological scores between the experimental classes and the comparative classes. The sixth chapter is conclusions, suggestions and outlooks, introducing the achievements of this study, analyzing the enlightenment and the defects, particularly, introducing the deeper hypothesis about this study.It has been tested that the effect of biology generative teaching in senior high school is significant, such as animating class atmosphere, inspiring the students’ interest in learning biology, promoting the interaction and communication between students and the teacher, promoting the interaction and communication between students and students, truly enhancing students’biology level, and so on.