Research On The Development And Utilization Of Generative Teaching Resources For Rural Primary School Teachers

Based on the appeal from the new curriculum reform to build an open and efficient life classroom,people gradually realized the importance and value of the generative teaching resources.The development of generative teaching resources has also become a topic of great concern for educators.The generative teaching resources are the interaction and organic combination product of teachers' professional knowledge,professional ability,teaching theory,and also the reflection of teaching practice.They are the concentrated embodiment and the reflection of teachers' teaching wisdom.In teaching practice,the development of generative teaching resources does not require teachers to form a fixed teaching model.Instead,it guides teachers to form the necessary teaching wisdom in the teaching process,and it opens a way to respond flexibly to classroom teaching events.It also guides teachers to really realize the activity status of students,and stimulate the internal vitality of teachers and students.The effective development of generating teaching resources is a necessary condition for promoting students' all-round development,achieving teacher's professional growth,improving classroom teaching quality,and achieving teaching goals.The contents and features of generative teaching resources are complex and diverse.In order to improve the maneuverability and validity of rural primary school teachers in teaching practice,it is necessary to resolve the contradiction between the existing educational concept of rural primary school teachers and the concept of generating the teaching resources.Therefore,it is necessary to make a detailed interpretation of the contents,characteristics,classification,and formation conditions of generative teaching resources on the basis of reading and reviewing of the existing literature,and through the analysis of the constituent elements of classroom teaching,the author chooses "teachers" "students" "teaching materials" and "teaching environment",which are the four elements of classroom teaching suggested by Manabu Sato,as four dimensions for the development of generative teaching resources,and they also provided directions for rural primary school teachers to develop generative teaching resources effectively.The researcher selected three rural elementary schools in the county where she has lived as case schools.Through classroom observations and interviews with teachers,the author collected real cases of rural primary school teachers' developing generative teaching resources,and by using of the "deep description method" to collate and analyze the collected data,the real situation of the classroom was presented at one time.Through the analysis of materials,it is found that the age of rural primary school teachers,their olden knowledge system and conservative teachingconception,are the main reasons for the loss of generated teaching resources.In addition,the interference of rural students' parents,the constraint of teaching evaluation system,and the gap between theory and practice of generative teaching resources and other external factors are also the reasons that rural primary school teachers neglect generative teaching resources.Based on the above analysis,the researcher provided some suggestions as follows for rural primary school teachers to develop generative teaching resources effectively.For example,helping rural primary schools teachers to improve their overall quality,guiding rural primary school teachers to pay full attention to individual development of students,supervising primary school teachers to design the flexible teaching presupposition,encouraging rural schools to implement diverse teaching evaluations,enhancing parents' understanding of generating teaching resources,and shortening the gap between generative theory research and practice and other aspects of teaching resources.