The Theory And Practical Exploration Of Classroom Teaching Generation

Classroom teaching and learning is the major route for teachers' and students' interaction and improvement.It is also the key link of the implementation of the new curriculum reformation.Classroom teaching generation is the innovation of classroom instruction and teaching methodology with the new curriculum reformation.From the current situation,teachers are seeking for the reformation to change the traditional classroom teaching methods.However,during the practicing process,some problems appear.As a result,teaching generation is not well achieved.Based on collecting and analyzing relative literature,this study considers the theories about classroom teaching generation,in order to clarify the meaning and character of classroom teaching generation.At the same time,classroom observations and face-to-face interviews with teachers are made to explore the reasons for those problems occurring in classroom teaching generation,as well as the possible measures for improving it.Firstly,this study makes a review of the previous studies about classroom teaching generation.It mainly focuses on the current situations of classroom teaching generation exploration at home and abroad,so that the existing problems of them could be analyzed.The second part of this study is the theoretical consideration about classroom teaching generation.The elements from the perspectives on curriculum,learning,classroom and students,the necessities,the connotations and the characters of classroom teaching generation are included in this part.The third chapter is about the status quo and cause analysis of classroom teaching generation.Through classroom observation records and case studies,there are several problems existing in the current classroom teaching,which are summed up as follows.The first is false generation.It manifests as a misinterpretation of interactive dialogue and overemphasis on the form of generation.The second is the lack of guidance of teachers,and it appears to be the generalization of the generation.It deviates from the goal and the generation of negative effects and from the correct value orientation.The third is deliberate generation,generating for generation.The last is ignoring generative resources and missing the generation.And then combining interviews with existing research,a further analysis of the reasons for the above problems is given.Such reasons include respectively teachers' misunderstanding of classroom teaching generation,teachers' inaccurate grasp of generative resources in the process of classroom teaching,the limitation of teaching methods by the traditional way of evaluation,and an overemphasis on books,separating classroom teaching from student life.The fourth chapter explores the strategies to optimize classroom teaching generation from the following four aspects.Firstly,let real dialogues reflect the student's principal status in the class,that is,how to achieve the effective dialogue of classroom teaching generation.Secondly,make generative resources a booster for classroom teaching,that is,how to fully capture and use generative resources.Thirdly,make the classroom become an integral part of student life and focus on students' life world.Fourthly,let the classroom become a place where teachers grow,that is,to improve their professional literacy,research level and reflective ability.