| The complexity of teaching and diversity of life activity in chemistry classroom, theessence of education practice and situationality of curriculum implementation determinesthe necessity of dynamically generated resources used in chemistry classroom.Effective use of dynamically generated resources has a huge impact on classroom teachingand students’ self development. Both teachers and students take the initiative to explore theunknown during this process, which also meets and broadens the teaching goal, reflectingthe teaching philosophy of the new curriculum-"people-oriented" and "all for the student’sdevelopment".This essay tries to find out some of the common problems using dynamicallygenerated resources in teaching chemistry in secondary schools through survey analysisabout dynamically generated teaching resources and its use in classroom. This essayresearches, from aspects of people and objects, factors that influence the development andutilization of dynamically generated resources in high school chemistry teaching. It alsoexplains in details how to improve teachers’ subjective cognition, how to preparelessons before class, how to capture the generated resources, how to choose, develop andutilize generated resources, which is quite reasonable for real practice. Meanwhile, thisessay puts forward practical coping strategies regarding the misunderstanding ofcurrent development and utilization of dynamically generated resources in high schoolchemistry teaching. |
