The Practice On 'Dynamic Generation' Teaching Of Chemistry Curriculum In High School

With the development of the new basic education curriculum reform nationwide, the important concept,"dynamic generation", has more and more influenced the teachers'teaching practice. Dynamic generative teaching is that teachers make value judgment about the needs and interests of the students through the interaction between teachers and students and constantly adjust activities to promote the students to learn more effectively. Based on the research achievements of predecessors'"dynamic generation"teaching, strictly according to the demands of the new curriculum, combing the characteristics of chemistry in high school and the psychological characteristics of high school students, the thesis is aimed at bold attempt and exploration, expecting to create dynamic chemistry classes and realize the high quality of chemistry classes.This thesis is mainly divided into the following several parts:Introduction analyzes the reasons for choosing the topic, the present research situations of the same field in China and the research purposes.The first chapter is about the theoretical basis and significance of"dynamic generative teaching"of high school chemistry teaching. Based on a theoretical analysis of the high school chemistry classroom teaching, it grasps generated connotation and introduces the great significance of high school chemistry dynamic generation teaching.The second chapter is divided into two parts. The first part analyzes the problems existing in the present chemistry teaching, the serious losses of generative resources, teachers'teaching formalism and generation's becoming procedures. Besides, the designs'not being able to contribute students'further thinking and teachers'paying too much attention to students'different opinions are both problems at present. In addition, too casual classroom generation results in teachers losing control of the classes. The second part analyzes some reasons for the phenomena.The third chapter in the thesis is the key, trying to explore the strategies of the"dynamic generation"of high school chemistry classroom teaching. The strategies introduced are as follows: teachers'improving themselves by further learning, renewing the idea, the elastic presupposition before classes, predicting generation,, building classroom atmosphere, realizing generation and prompt capture in class to realize generation. In addition, some practical effects obtained during the dynamic generation teaching strategy are also introduced.The fourth chapter briefly discusses reflection and prospect of dynamic generative teaching.