Investigation And Countermeasures On The Utilization Of Generative Teaching Resources In Primary School Science Classroom

With the deepening of curriculum reform,classroom teaching gradually in an open,nonlinear posture both teachers and students to provide an interactive platform,and then realize the course construction.At the same time,the subjectivity,initiative and creativity of teachers and students in teaching are constantly highlighted,and new factors besides various presuppositions frequently "leave the country".How to capture and apply the corresponding "added value" on the basis of paying attention to the richness and dynamism of teaching,so as to realize the perfect integration of preset and generation,has become a great challenge facing front-line teachers.In view of the current situation of domestic research,generative teaching resources have a narrow range of cross-integration with various disciplines,and lack certain guidance and pertinence in capturing and responding ways for subjects not involved.In view of this,this study is based on the primary school science classroom,in order to use the questionnaire survey and teacher interview in-depth understanding of the use of generative teaching resources.Through further analysis of the questionnaire data and the interview results,Huaibei City elementary school science teachers because teaching age,educational background,whether full-time three differences and teaching object,parent-school attitude,the influence of the three aspects of the measurement and evaluation of the standardization,the plight in terms of generative teaching resources to meet performance for: generate consciousness,awareness shallow resources,role positioning vague;The deficiencies in the development and capture of generative teaching resources are as follows: monotonous development mode and single capture Angle;The problems in coping with generative teaching resources are as follows: low frequency of use,little effect of use,and inadequate coping strategies.On this basis,based on the difficulties in understanding,developing and capturing generative teaching resources,this study summed up the corresponding optimization strategies one by one,in order to provide reference for front-line science teachers to deal with various teaching variables.First of all,teachers' cognitive shortcoming can be made up by enhancing their awareness of the generation and updating their teaching concepts with the help of peers.Secondly,with the help of open questions and positive responses,the generative teaching resources can be promoted by both guidance and feedback.Thirdly,based on the bidirectional dialogue,inquiry learning,emotional teaching three aspects of the capture of generative teaching resources;Finally,in-depth details,with sharing,fun,immediacy and delay as the starting point to optimize the use effect of generative teaching resources.