Generative Instruction Research Of High School Chinese Teaching

Generative Instruction Research of High School Chinese Teaching aims to improve the efficiency of the high school Chinese classroom teaching. With the deepening of the high school language course reform, the effectiveness of classroom teaching is the important guarantee to improve the students’ Chinese accomplishment. And the high school language generative instruction is the beneficial attempt for efficient classroom. According to the survey of three different levels of high school teachers in shijiazhuang by the author, the current high school Chinese generative instruction exists the following problems. The related education management department neither pays much attention to nor promotes the generative teaching method. The tendency of exam-oriented education of High school language education is obvious. Teachers are lack of generative teaching techniques. Because of the lack of generative instruction in the classroom, the students’ corpus consciousness on the Chinese classes is weak as well. The present situation to a great extent, caused the classroom teaching inefficient or invalid. How to change the present situation is the major issue facing the industry.This thesis is based on the main theoretical basis of generative teaching, including theory of philosophy, constructivism learning theory, humanistic learning theory, combining the feature of high school Chinese generative instruction, discussed the high school language generative classroom teaching strategies. The Strategies include: For the education administration section, how to develop and promote high school Chinese generative classroom teaching. How to balance the exam-oriented education of high school Chinese teaching and the Chinese language ability of the students.Teachers’ generative teaching techniques and the emphasis of improving the students’ corpus consciousness on the Chinese classes.