Research On The Status Quo Of Historical Generative Teaching In Junior High School And Strategy Research

New curriculum reform in our country to promote the gradual deepening, the theory of the new curriculum requirements has become an indicator of the school teaching practice, a variety of proper nouns with modern breath appear in the network , lectures , books,and many other media. As a new curriculum idea practitioners teachers also had the experience type teaching , cooperative teaching, inquiry learning, problem-based teaching and generative teaching,dialogue type teaching new mode and new methods, such as lessons to heart. These are the curriculum reform over the years made outstanding achievements. Has kinds of difference between different teaching mode, teaching features of different disciplines, but reform generated new things have some common features: Which is based on the all-round development of students , active development ,individuality development and lifelong development. Thus, "also learn to life",is an important characteristic of the new curriculum, this is the challenge to first-line teachers, conformism or forge ahead? Although we all know the pioneering spirit is a wise choice,but the colleagues around, environment has made me realise that class changes may be well known in grassroots teachers fur, but not the essence.Confined to the teaching theory and strategy research is insufficient, the teaching idea no radical changes, history classroom teaching still can’t break away from old teaching mode, there are a lot of problems.These problems make the junior middle school history education effectiveness is greatly reduced. How to change the status quo, give the classroom back to students, let the classroom coruscate life vitality, the teachers how to make the teaching more creative, full of wisdom, let history class really left the main body of students and teachers’ dominant role in practice, many scholars opposite instruction research provides a new way of thinking for us.This paper is divided into four parts: The first part is introduction,including the proposed this research topic, theoretical basis and research overview.The second part focuses on opposite the definition of concept, content and characteristics of the instruction. The third part is the core part of this paper to investigate the graduate instruction in the application of the status quo,and classified summary. The fourth part is combined with the actual teaching cases put forward feasible generative teaching strategy, in order to front-line teachers have reference value.