| The new curriculum reform puts forward new requirements for classroom teaching. That Classroom teaching should be a dynamic development process, Should not rigidly adhere to the pre-designed fixed procedures.Teacher should be to promote the development of each student, according to the actual situation of students, constantly adjusting, correcting pre-design, and strive for the students’brilliant generation. Being restricted by college entrance examination system, Summative evaluation, teachers’ traditional ideas and teaching practical ability of subjective. Teachers’ knowledge of generative teaching is still not too clear, from the concept of teaching to the teaching behaviour, they are more focused on the pre-design teaching. Although since the new curriculum reform, teaching methods and strategies for change, teachers on the true meaning of presupposition, generation is still not clear. Teachers’ understanding of the generative teaching still stays in the surface. Teachers have no clear planning of generative teaching practice; Teachers don’t know how to deal the relationship between pre-design and generation.In order to solve the problem above, background of the new curriculum reform,in this paper, based on the constructivism theory and post-modern knowledge theory and independent learning concept. As the core in the high school physics classroom teaching of the relations between pre-design and generation to do analysis and research. The main work includes the following aspects:First, expounds the background and the significance of this study; Second, Application of clinical observation and interview method, research the implementation of the present situation of generative teaching, and Application of the method of literature analysis of the status of theoretical on pre-design and generation of teaching related; Third, this paper defines the concept of pre-design and generation; Fourth, study the relation between pre-design and generation, and analysis of the characteristics of the two in the physics classroom teaching; Fifth, put forward the concrete strategies.Through the above research mainly proposes the following strategies:First, teachers improve the ability of elastic pre-design. That meaning teacher should elastic pre-design from the aspects of teaching aim, teaching content, teaching process, teaching evaluation and creating suitable for generating teaching environment. Second, teachers should improve professional quality of literacy. Teacher should expand the breadth and depth of knowledge, improve the ability of teaching practice, and have constant reflection attitude, service For students’ learning. Third, stresses the importance of experiments in physics teaching, and strive to improve the ability of experimental design. Fourth, pay attention to the cultivation of students’ active learning concept. The research has certain application value and guiding significance to the high school physics teaching. |
