Research On The Appropriateness Of Generative Teaching In University Classrooms

Recently,the research perspectives on generative teaching in college consist mainly of teaching humanology and methodology,which focus on theoretical analysis.The most scholars support the generative teaching from the theoretical perspective,but ignore the analysis in the appropriateness of generative teaching from the practical perspective.The teaching reform cannot only depends on promoting the idea.The most important thing is to improve the teaching quality by means of making the idea turn into practice.The idea of generative teaching just answers the question "where to go",but lacking of reflection on the feasibility.Therefore,it is a new respective to rethink the feasibility of the generative teaching from practice.Both of Classroom observation and interview demonstrate:For one thing,university classrooms have a lot of ineffective teaching activities.In practice,there are many factors which affect the implement of this idea.For examples,the larger class scale,the low interaction enthusiasm among students and the ignored role of educators hinder the implement of the generative teaching.In Teaching process,the formal question-answering way,the casual discussion and the free report influence the effectiveness of the generative teaching,which result in the ignorance of textbook knowledge and nothing for students.For another thing,there are effective and generative teaching activities.The conditions of effectiveness include teachers’personality charm,teaching input and generative skills.If a teacher has full personality charm,enough teaching input and perfect generative skills,he or she can conduct an effective and generative teaching.However,the reality reveals that the standards are too high for teachers.in point of the present situation,,few college teachers can meet all these conditions.Therefore,there is a long way to make generative teaching appropriate.