Investigation On The Generative Teaching Of English Class In High School

Under the background of quality-oriented education,it is required to promote the cultivation of students’ innovative spirit and practical ability and promote students to develop vividly,lively and actively.In order to comply with the development trend of quality-oriented education,generative teaching came into being.The generated teaching is formed in the form of dialogue between the teachers and students the two-way interaction.The teacher flexibly adjusts the teaching that according to the randomly generated valuable cognition or problem of the students in the classroom.The process of the teachers and students according to different teaching situations independently constructs the teaching activities.It can mobilize the enthusiasm of the classroom and cultivate students’ inquiry ability,and guide students to learn independently,so as to achieve optimal teaching effect.Under the implementation of quality education,the college entrance examination is still a labor-saving lever to realize the value of life.In addition,with the long-term influence of “test-oriented education”,students’ initiative in high school English classroom teaching is still lacking,and students’ personality cannot be developed.Therefore,for the development of students,the application of generative teaching in the classroom of primary and secondary schools has become an inevitable trend,but there are still obstacles in the implementation process.On the one hand,due to the influence of traditional teaching,generative teaching has not been deeply rooted in the hearts of people and is still in the stage of temptation.On the other hand,it is influenced by teachers during the implementation of generative teaching.Facing the problems in reality,the author tries to find out the coping strategies.This paper mainly studies the cognitive level and behavioral level of high school English teachers about generative teaching through questionnaires,classroom observations and interviews.Firstly,theoretical research is carried out on the core concept of generative teaching.The research on generative teaching research is based on the reasons,concept definition,characteristics and theoretical basis.Through literature analysis,the development status of generative teaching at home and abroad is summarized.Then,through the questionnaire survey of 52 English teachers in three high schools in W city and the interviews of some teachers’ knowledge of generative teaching.Through the high school Englishclassroom observation in the internship unit,the teaching fragments are recorded,and the teaching case analysis is made to obtain the high school English generative teaching strategy.Through the research,the author draws the following conclusions: 1.High school English teachers’ understanding of generative teaching: The overall understanding is positive,and most teachers can fully realize its value,but there are still some obvious shortcomings in some aspects.In the classroom,teachers are not always active in adjusting the teaching ideas according to the actual situation of the classroom and dealing with incidents.2.Through teacher interviews to understand teachers’ understanding of generative teaching,how to deal with the generative problems encountered in the teaching process,and to make their own opinions or suggestions.3.Through the teaching fragments recorded in the classroom,perform generative analysis and generative strategy analysis on the case,summarize the generative strategy suggestions that high school English teachers can learn from,promote the strategies of generating resources,and effectively use the generative resource strategy,and refine the two strategies.