A Study Of Senior High School Chinese Generative Teaching

With the progress of popularizing New Curriculum Reform, generative teaching has drawn increasing attention from professional educators. It is opposed to fossilized and presupposed procedures of teaching, but encourages sufficient flexibility in the pattern design of teaching. The concept of generative teaching acknowledges differences among students, respecting the diversity of individuals. In other words, it plays an essential role in facilitating the educating reform through endeavoring to prevent the ossification of traditional teaching. However, it’s unreasonable for us to consider the generative teaching as a concrete teaching approach or constant model of instruction since its core points at close concerns about life noumena, the integrity and diversity of being a human. In summary, the targeted advocacy of furthering generative teaching has potentially brought and provided educators valuable opportunities of better improving the Chinese teaching in senior high schools.This research could be generally divided into four parts.The first part refers to the general introduction, which briefly illustrates the background and meaning of the research and embraces necessary literature review. Besides, it also explains logics and methods of conducting the research.The second part concentrates on researches regarding connotations, characteristics together with rationales of the generative teaching in high school Chinese education. In this section, the article, firstly, demonstrates the intension of the generative teaching in high school Chinese education via comprehensively analyzing the key idea of practicing generative teaching as well as the meaning of the word, ‘generative’. Secondly, this part will make an in-depth analysis on four characteristics of the generative teaching in high school Chinese education, including features of its elasticity, life, openness and creativity. Moreover, it goes without saying that all interpretations concerning the generative teaching in high school Chinese education above are based on the elaborative preview and understanding of its theoretical foundations.The third part discusses about implementing principles of the generative teaching in high school Chinese education. Initially, the principle of aesthetic elucidates the supposed status and goal of continually pursuing the beauty and nature of life as following it. Secondly, this section talks about the principle of openness, explaining that educators should keep an eye on possible emergencies and try to engage it with sincere emotions while acting up to the rule. Thirdly, this part expounds the principle of discrepancy, which reveals that educators ought to fully respect subjective perceptions of individuals and adequately recognize discrepancies among them when complying with it. Last but not the least, the principle of development emphasizes that educators will be required to exactly comprehend dialectic relations between humans and knowledge if they decide to promote sustainable education, at the meantime, they’ll be also asked to pay appropriate attention to the growth of students’ language ability and their spiritual life.The fourth part clarifies feasible implementing strategies of the generative teaching in high school Chinese education from multiple perspectives of teaching philosophy, instructional design, process and reflection.