The Practical Study On Generative Teaching Of Chemistry Curriculum In High School

With the curriculum reform pushing forward, “Generative Teaching” is a subject facing all the teachers in the research process. As the 3+3 scheme of college entrance examination was launched in Shanghai, the generative teaching has been actively approved and accepted by more teachers. In the teaching practice domain, especially as for the present problems existing in the chemistry class of the senior high school, as well as the implementation effect in current phase, this paper carries out selective analysis and discussion, combining mass research experience of the predecessors, makes bold exploration in the teaching practice, and puts forward the strategies of utilizing the generative teaching.Through the literature analysis of the domestic and foreign “generative teaching”, this paper defines the core concepts concerning the generative teaching. Besides, with the further discussion on the complexity of the theory, which provides reference for the practice research on generative teaching of chemistry in the senior high school.To gain rich teaching materials, teaching practice has been conducted for half a year. About 600 questionnaires are issued among students and teachers, investigating “generative teaching” and “generative teaching resource”. Observations of more than 20 classes in the senior high school are also included. On that basis, this paper points out that the teachers should be proficient in guiding the students to follow reflective learning, and puts forward suggestions on the exchange between the students and teachers. Besides, it emphasizes the teachers should fully understand the teaching value of the generative resource, actively develop and utilize the generative teaching resource, and thus strive to improve the teaching wisdom.Through collecting and sorting out the cases about the generative classroom teaching, this research reaches a conclusion that effective utilization of the generative teaching principle involves seeking truth from facts, innovating boldly, and proceeding form the exterior to the interior. The strategies of developing and applying the generative teaching resources are put forward as follows. The first one is questioning strategy. The questions should be raised in the vivid and interesting context. It is necessary to expand the width and depth of the students’ thought. The second one is elicitation strategy. The elicitation should be moderate and timely to facilitate the generation of the generative resource. The third one is reflection strategy. Rethink the differences among the students, teaching process, interaction effect, reform of learning ways, stimulation of the teaching inspiration, and the generative effect of teaching.The innovation of this research lies in that the author blends the theory of the generative teaching into the practice of the chemistry class teaching in the senior high school, which provides guidance for the research on the generative teaching. Besides, based on the results of teaching practice, this paper puts forward basic strategies for reasonably developing and utilizing generative teaching resource.