Development And Utilization Of Generative Curriculum Resources In The Teaching Of Thought Morality

With the development and enrichment of the theory of curriculum resources,generative curriculum resources in the teaching of thought morality as a new curriculumresources need comprehensive and profound theoretical study and practical exploration.Rational development and utilization of generative curriculum resources can not onlyenrich the content of curriculum resources, promote the student’s dominant position, butalso improve the teachers’ professional qualities, and thus polish the effectiveness ofclassroom teaching as well. The thesis consists of four parts:The first part is about the connotation, characteristics and categories of generativecurriculum resources in the teaching of thought morality, to grasp the connotation ofgenerative curriculum resources in the teaching of thought morality based on theanalysis of the generation, resources, and generative resources and further analyze thecharacteristics and basic types of curriculum resources.The second part is about problems and reasons in the development and utilizationof generative curriculum resources in moral classroom teaching. The main problems are:"severe loss of generative curriculum resources ","knowledge-oriented,ignoring necessary humanistic care","profligate development and utilization, losingcontrol of classroom teaching" and "formalistic development and utilization, lackingchronicity and continuity". The main reasons for the existing problems of thedevelopment and utilization of generative curriculum resources lie in the bound of “theexamination-oriented education", utilitarian assumptions, influences of traditionalteaching concept and restrictions of the teachers’ professional qualities.The third part is about the development and utilization of generative resources inmoral classroom teaching, expounding the principles and approaches to thedevelopment and utilization of generative curriculum resources in the teaching of thought morality. Four principles should be closely adhered to, which are thought,humanity, practicality and effectiveness. The approaches to the development andutilization of generative resources in moral classroom teaching are to update the conceptof education, to improve professional qualities, to preset flexibly for enough generatingspace, to stimulate generative resources through creating situations positively, to timelycatch generative resources by listening and observing attentively, and to developgenerative resources reasonably according to changing circumstances.