Research On The Generative Teaching Of School-based Curriculum Implementation

The implementation of the school-based curriculum is the process of putting the school-based curriculum into practice.the way and method to a certain extent determines the effect of school-based curriculum,However,in the actual teaching process,the teacher does not change the view,still adopts the traditional infusion teaching way,Making the school-based curriculum failed to give full play to the educational function.Generative teaching is a kind of teaching form advocated by the new curriculum reform,which uphold the open teaching thought,in order to promote the students' all-round development and the development of individuality as the pursuit of value,the implementation of school-based curriculum just needs such a fit of teaching.However,the research on the implementation of school-based curriculum in the past mainly focused on the macro-level curriculum,etc.,did not go deep into the micro classroom teaching level,ignoring the teaching is the basic way to implement the curriculum.Generative teaching research is focused on the national curriculum,the school-based curriculum equivalent to the national curriculum and other general classroom practice,ignoring the school-based curriculum has the openness and flexibility characteristics.This study is devoted to the study of the combination of the two,using the method of theoretical speculation on the implementation of school-based curriculum in the implementation of the theoretical basis and the use of mechanisms,conditions,etc.,using the questionnaire and interviews,in-depth primary and secondary school-based curriculum practice,To show the current situation of the school-based curriculum in Xi'an primary school curriculum practice,so as to verify the theory and analyze the problems and shortcomings,put forward the corresponding promotion strategy.There are five chapters in this paper.In the first chapter,elaborate the origin of the study,the meaning and the way of thinking and the method,the literature research on the previous related research;the second chapter of the school-based curriculum implementation of the theory of generating teaching,first,elaborated Generative thinking is the theoretical root of the school-based curriculum for generating teaching.Generative thinking is a critique and transcendence of preconceptive thinking.It is a way of thinking without presupposition and logical normality.It can be the different aspects of the development of things,to achieve the purpose of multi-faceted things,to become the current education and teaching of the mainstream way of thinking.Secondly,it discusses the value pursuit of school-based curriculum,that is,individualization,school-based curriculum to break the shortcomings of the traditional curriculum closed,to achieve the school-based curriculum vision,that school personalized school,student personalized development,curriculum and improve the curriculum quality,And finally embodies the intrinsic value of the school-based curriculum is to meet the generation of thinking based on the basis of the generation of teaching fit.The third chapter discusses the school-based curriculum generation mechanism,school-based curriculum generation mechanism is the reflection of the generation of teaching law in school-based curriculum.In the specific classroom situation,Generative teaching is the interaction between teachers and students,to achieve dynamic learning,in which situation students to learn together to build the world and the attitude of others and their own understanding;generating teaching is the process of constructing meaning and interaction between teachers and students dialogue,which concerned about the real lif-e of people grow,with dynamic,interactive,open and non-linear characteristics.School-based curriculum to generate conditions is that student opinion contains the generation,unexpected situations transforms to generation,teaching methods promote generation,teachers guide help generation;The fourth chapter is mainly based on the theoretical basis of the implementation of school-based curriculum to practice investigating in Xi'an,the primary school of the implementation of school-based curriculum,selecting one hundred teachers to send the questionnaire and five teachers to be interviewed,and finally the quantitative and qualitative analysis of the results of the implementation of the school-based curriculum includes generating teaching space,generating teaching conditions,the formation of teaching,teacher teaching quality and factors that affect the generation of teaching and other aspects of the survey to show the school-based curriculum in the teaching of the status quo.The result is the one problem and three major contradictions can be found through the analysis,the major problems that the implementation of school-based curriculum in the generation of teaching space is too small,the three contradictions,that is,The contradiction between autonomy and laissez-faire,the contradiction between curriculum time and curriculum effect,the contradiction between teacher 's creative teaching consciousness and generating teaching ability.In the fifth chapter,the author puts forward the promotion strategy of three aspects:the provision of external conditions,the creation of the conditions for the realization of teaching,and the promotion of the quality of teachers' teaching.In the fifth chapter,the author puts forward the promotion strategy of three aspects:the provision of external conditions,the creation of the conditions for the realization of teaching,and the promotion of the quality of teachers' teaching.