The Design Of The Generative Teaching Process In High School Ideological And Political Courses

Generative teaching is the most core idea of new curriculum reform,but a educational view of all the teachers should be Inherited and developed.Teacher not only impart knowledge but also propagate idea.Classroom looks like a solid place that is consisted of students,actually is not that,classroom is dynamic,changed and developed,and is decided by the individual differences of students’.It is necessary for implementing the generative teaching,out of consideration for dynamic for classroom.Moreover,it is inevitable for implementing the generative teaching,because the disadvantages of traditional teaching mode are coming.Professor Ye lan firstly put forward for the idea of “generation” in domestic since 1997,which aroused sympathy from many teaching workers,and with the beginning of the new curriculum reforms,the idea is gradually popularized.No matter whether teachers or educational administrator,who is exploring and studying the generative teaching.The ability and the standard of teachers in high school politics to design the generative teaching process,which could embody the degree of accuracy of control the idea of new curriculum reform and the curriculum standards,and the flexibility of teaching.Many schools implement a mode of “old with the new” to improve the teaching level about new teachers,the mode can promote the idea of generative teaching to popularize.According to the requirement of the new curriculum reform,teachers should attach great importance to the subjectivity of students,and to training students to be a person who with a characteristic of all-round development.To complete this request,first of all,teacher should do in teaching design;the second,attach great importance of the teaching of flexibility;finally,complete the teaching reflection.Teaching design is that teacher do some presupposition before the class,as the teaching process is generated,so the teacher need to leave some space for the generation,in order to actively generatein specific teaching,according to the actual situation.What’s more,the teacher must do a good job in teaching reflection after class.Teaching reflection also should not belongs to the category of presupposition,however,some problems would not be found in time,because of without teaching reflection,which influence the development of students,and also hinders the progress of teachers.As a result,more and more attention to the opposite of the teaching process design.Taking Ningxia Yucai Senior high school as an example,the author has done some research on the design of generative teaching process in high school politics,and analyzed the present situation about generative teaching in high school politics in recent years,by means of interviews and class view.Do some interviews for two senior one high school teachers and one senor two high school teacher,get the understanding and view about high school teachers for generative teaching,and the design of generative teaching process and the status quo of implementation;the author displays the situation about the three teachers on the classroom teaching by the cases,summarizes the characteristics of their designing teaching,actually summarizes the ways of teaching process in generating.The paper includes five chapters.Part one is an introduction.It mainly introduce the research background and research meaning,overseas and domestic research status,related concepts,research methods and the innovation points of paper.Part two discusses the cases of the design of the generative teaching process in senior high school politics.These fourth cases reflect the different skills and all kinds of problems about generative teaching.Part three is about the strategies of the design of the generative teaching process in senior high school politics.The author discusses the the strategies of the design of the generative teaching process in senior high school politics from three respects,which include that preparation before class,class application,and reflection after class.Part four is the conclusion.It gives us a summary and outlook for this book.