Classroom Observational Research On Chemistry-generating Teaching In Middle Schools

The new curriculum reform to pursue "for the development of every student"teaching values, and its adaptation of teaching is a more emphasis on student development, more flexible and open teaching methods. Generative teaching is the teaching method that meets this requirement. However, the implementation of the real classroom teaching will be what kind of problem? How to effectively carry out the generation of teaching?These problems have been plagued by front-line teachers.With these questions,the author in-depth real chemistry class, by observing the teacher's teaching, to explore the case of generating classroom teaching ,Analyzes the methods in which teachers deal with the productive teaching resources and the problems they exist, and provides reference for first-line teachers and new teachers who are about to go to education posts.In this study, the literature research method is used to sort out the teaching of Generative teaching and chemical teaching field. According to the research content,the conceptual definition of the Generative teaching , and the characteristics of the Generative teaching are introduced, namely, dynamic, process and interactive.This research is based on humanism theory,post-modernism theory,constructivism theory ,Whitlock's generative learning theory.Then,according to the references,five kinds of chemistry teachers' generating teaching behaviors are summarized, which are easy to create classroom atmosphere, flexible teaching design behavior, creative teaching behavior,situational teaching evaluation behavior,regular teaching Reflect the behavior, and set these five acts as a viewing angle.Combining the characteristics of chemistry disciplines to compose the classroom observation scale of chemical generation teaching,to observe Generative teaching behavior.The author makes a lot of analysis on the present situation of Generative teaching,including the achievements and the existing problems.Through the classroom observation found that the current chemistry classroom teaching is mainly divided into the following categories: Efficient questioning and questioning to promote creative teaching;Chemical experiments guide Generative teaching ;Classroom discussion interaction ; Wit the handling of classroom emergencies.This paper analyzes the typical cases of the above four kinds of teaching, further explains the existing problems and reasons of the current chemistry teaching, and tries to find strategies to promote the Generative teaching.It puts forward three strategies to promote the generation of teaching:establish an open and interactive teaching environment,improve teachers' teaching wisdom and change the evaluation methods?Finally, we reflect on the insufficient of this research .