Generative Teaching High School Geography Classroom Teaching Research

Since the quality education and the new curriculum reform implemented, society have been considering, judging and reflecting the education to find the best way to carry on the education and teaching work."Generation" is a term proposed in constant explorations and reforms. It impacts on original class teaching in a flexible way of dynamically changing. Generative teaching advocates elastic presupposition, pays attention to the development of students, and promotes the flexibility and generating dynamically of teaching process. Not only the society and the experts, but also the present situation of geographic class teaching requires us to introduce the generative teaching into high school geography class, to further improve the geographic literacy of teachers and students. How to introduce the generative teaching in geography class becomes a topic concerned by many scholars. Also, it becomes a very important and urgent trend.The essay has a research on generative teaching in high school geography based on documentary method, interview method and questionnaire method. First, according to a large number of researches on generative teaching, the connotation of geographic generative teaching are put forward. Second, through the questionnaires helping to understand the present situation in geography class, there are some problems in generative teaching of high school geography by communicating with teachers. The problems includes that presuppositions lack and their situations of reaching the standard are not optimistic, students’ resource has not been utilized fully by teachers, single teaching methods-teaching is dominated by teachers’ explanation-lead to lacking of communication between teachers and students, single teaching evaluation has no benefit to generate. Third, the article puts forward teaching strategies about the generative teaching in geography class from the perspective of teachers. First of all, we must strengthen the presupposition and emphasize the deep grasp of the text resources or teacher resources to prepare for generation. Second, teachers should pay attention to generative resource and teaching processes to guide students understanding and generating the knowledge effectively. Finally, the teaching reflection should be strengthened to improve and promote generative teaching from the perspective of promoting generation. On this basis of strategies, measures are put forward to promote the full implementation of generative teaching in high school geography class and to make the generative teaching come true. The measures includes that schools improve the teacher evaluation index, and teachers’ own efforts as well as practice. These measures play an important role in generative teaching of geography class.This paper consists of five parts. The first three parts elaborate the research background, methods, concepts of generative teaching and research progress both in China and abroad. The fourth part makes surveys of generative teaching about high school geography. The fifth part proposes teaching strategies and measures about generative teaching in high school geography class. The last part is conclusions and discussions to provide some sense for generative teaching in high school geography class.