Research On Strategy Of The Chemistry Generative Teaching In Senior High School

With the new curriculum reform pushing forward, "Generative teaching" is getting more and more attention from teachers, and has become an important practical activity affecting the quality of the classroom. Generative teaching which is based on the actual situation of the students, through equal communications between students and students, teacher and students, beyond the preset teaching, is a process of promoting development of teachers and students harmoniously. Generative teaching is one of the important ideas of the new curriculum reform. So, What are the practical strategies for the teaching of chemistry?This paper on the basis of literature review, through the questionnaire survey and analysis on the actual classroom examples, making a bold inquiry into the generative practice teaching of chemistry class, aims to summarize the generative teaching strategies with reference value to the teachers.The first chapter is the introduction, which mainly describes the research background, purposes, content, and methods of the study, summarizes the research of the generative teaching abroad and at home.Organizing the related literature, I sum up the meaning of the generative teaching and characteristics of the Generative Teaching of Chemistry, and elaborate the theoretical basis of this study.I conduct a questionnaire and interview survey of one hundred chemistry teachers. It includes the chemistry teachers’basic knowledge of the importance and characteristics of the generative teaching, their attitude, and the capture and treatment of the generative teaching resource. Through data analysis, find out some problems in the generative teaching of chemistry, and analyze the reasons.A successful generative teaching class must be flexible. The author consults the literature, on the basis of three kinds of expression pattern of teaching goal, constructs the design model of the pre-teaching goal and the generative teaching goal of the course. I build the model of generative teaching objective design, "knowledge rigidity process flexibility activity elasticity rigid flexible combination".Observation of the chemistry classroom generative teaching strategies research methods, the first excavation generate fragments of teaching, secondly to send these generated fragment generated from the perspective of teaching strategy analysis, into the final high school chemistry generative teaching strategies. Flexible Teaching goal, democratic atmosphere, interesting situations, multidimensional exchange, various teaching material, new knowledge refining normalization, interfere with the advantages in resources. And the generative teaching can be divided into 4 stages, including the stages of birth, promotion, generation, effective generation and care generation, which constitute the four stage seven strategies of generative teaching.At last, the author combines the theoretical research results with the specific chemical knowledge. On the basis of theoretical research, design generative teaching high school chemistry. I use the strategy of induction to teaching, and and analyze of the formation of teaching practice to judge the validity of the theoretical research results.