A Study On The Development Of Middle School Teachers' Generative Teaching Ability

Traditional classroom teaching practice paid much attention to the pursuit of certainty and preset, making the teaching process alienated a linear process, subjectivity of students and creativity of teachers curbed. The generative teaching in generative thinking horizon has changed the status of over pursuit of planning and legal compliance in traditional classroom teaching, emphasizing both science and art of teaching, preset and generation balanced, focusing elastic instructional design, attaching importance to the complexity, interaction and dialogue of the teaching process and emphasizing the capture and use of generative teaching resources in the teacher-student interaction and interaction between students, which has created a space for students to probe autonomously, for teachers to pursue individualized teaching. In order to achieve the generation of teaching and pursue the life-oriented development of teachers and students, teachers not only need to adhere to the concept of generative teaching, but also have the generative teaching ability to put the teaching theory into practice. In view of the lack of systematic study on the connotation and constitution of teachers’ generative teaching ability from the micro perspective currently, this study will focus on exploring the components of secondary school teachers’ generative teaching ability, development status and the corresponding development strategies, so as to promote the generative teaching theory and accelerate the curriculum reform process by improving the teaching ability of teachers to promote the professional development of secondary school teachers.This study mainly consists of five chapters:The first chapter is introduction. This section describes the cause and significance of the study, as well as the literature review on the researches of generative teaching, teaching ability and generative teaching ability.The second chapter is the study design. This section establishes the core concepts and theoretical basis of the study, analyzes the connotation of generative teaching ability by comparing it with the concepts of teaching presetting ability, teaching implementation ability and executive teaching ability, and describes the research objectives and hypothesis, research ideas and methods.The third chapter is about the construction of the components of secondary school teachers’ generative teaching ability. Firstly, it uses the literature analysis and interviews to deconstruct the components of generative teaching ability premitively. Secondly, it analyzes the importance of the deconstructed components through questionnaire, with the reliability and validity of the questionnaire verified though validity analysis and reliability analysis. Among them, it uses the exploratory factor analysis to verify the initial configuration of generative teaching ability, which consists of the ability to create teaching situations openly, the ability to guiding teaching dialogue deeply, the ability to use dynamical resources flexibly, the ability to design teaching programs dynamically and the ability to reflect and evaluate situationally.The fourth chapter is about the investigation of secondary school teachers’ generative teaching ability. According to the constructed components of the generative teaching ability, a rating scale of secondary school teachers’ generative teaching ability is developed, and used to conduct a questionnaire survey to three middle schools in Shaanxi Province through the stratified sampling principle and found out that the secondary school teachers currently lack internalization to the philosophy of generative teaching, the capacity to deepen teaching dialogue and the ability to conduct situational teaching reflection.The fifth chapter is about the strategy guide for secondary school teachers’ generative teaching ability growth. According to the current problems in the generation of teachers in secondary schools teachers’ generative teaching ability, the present study puts forward some corresponding development strategies from the teacher and the school. For teachers, they should pay attention to internalize the concept of generative teaching, strengthen teaching practice and attach importance to reflection on self-teaching practice; for schools, they should establish a sound evaluation mechanism on teachers’ generative teaching ability, and found the teacher learning community to enhance cooperation action research.