The Practice Research On Generative Teaching About Chemistry In Middle School

With the new curriculum reform developing,"Generative Teaching" concept ofthis new curriculum has gradually been familiar with and accepted by many peoplewho are in teaching. But in junior middle school chemistry teaching practice, thereare still some problems.According to the junior middle school chemistry teaching,this paper aims to analyze and study the causes of formation and the restrictivefactors of these problems, carries on the investigation to the present situation of thegenerative teaching and puts forward some reasonable suggestions.Then based onthe cases of studying, the characteristics and principles of generative teaching can beformed, so it is helpful for teachers to carry out the generative teaching strategies inthe classroom.This thesis is classified into six parts: First it introduces the background andsignificance of the research and the research situation of the generative teaching athome and abroad as well as the research approaches and methods of this field arealso presented.The second part describes the concept of generative teaching andsome theories. The third, through a questionnaire among the students, interview theteachers and present the situation of junior middle school chemistry generativeteaching, and analyze causes. And then put forward the reasonable suggestions forthe development of restrictive factors of generative teaching;The fourth part formsthe principles and features according to the cases of the generative teaching inchemistry lesson;The fifth part with the study of many cases, sum up the teachingstrategies of junior middle school chemistry;The sixth part comes to a conclusion. By means of studying relevant theories,improving teaching methods, and in practice accumulating experience, with thesehelp, teachers will fully exploit and apply generative teaching resources.