Investigation On The Generative Teaching Of Physics Class In Junior High School

With the promulgation of the curriculum reform program to basic education(Trial)"in 2001" China's education from the traditional teaching-,knowledge-,and subject-centered education to the new education with the students as the main body,which is to cultivate the students' hands-on,inquiry,problem solving ability.All for the development of students has become the core idea of this course reform.In 2014,the Ministry of education once again stressed that it is needed to cultivate the people with all-round development.In this context,generative teaching,as a kind of culture with "all-round development of people" in the form of teaching,has gradually been recognized and applied by teachers in practice.But because of the deep-rooted traditional teaching,teachers' teaching and students' work,test and other aspects of the pressure,the implementation of generative teaching is not optimistic.The author uses the knowledge of teaching theory to investigate the present situation of the generative teaching of physics teachers in junior middle school.This paper studies on the generative teaching in junior middle school from physics teachers' s cognitive level and the action level.The cognitive level mainly includes two aspects.One is the questionnaire survey to physics teachers in junior middle school,the other is the teachers' cognition of generative teaching and the acquisition of generative resources in junior middle school physics.(1)The cognitive situation of junior middle school physics teachers to generative teaching: the overall understanding is positive,and it can fully recognize its value,but there are some obvious deficiencies in some aspects.Questionnaire survey found that there exists a very significant correlation between the teachers' cognitive status on generative teaching and teacher-student relationship.(2)In junior middle school the physics teachers' experience for the acquisition of generative resources: the teachers have more experience on what accidents in the classroom,why these unexpected situation occur,how the teachers find out the unexpected situation,and what countermeasures are generally adopted in the accident situation.A summary is done.On the level of behavior,classroom observation and interview are used to get the teaching strategy of junior high school physics.(1)A large number of teaching cases are collected through classroom observation,and the generative analysis and strategy analysis are carried out on these cases,and the generative teaching strategies are summed up by the junior middle school physics teachers: creating a democratic and harmonious classroom atmosphere,multi interaction,elastic presupposition,creating teaching situation,using intuitionistic teaching aids,“accident” curriculum resources,and teaching tact.(2)Through the teacher interview,it is found that the thought behind the teacher's teaching behavior profoundly affects the teachers' classroom teaching behavior.These ideas include the educational value and teaching goal,the view on the relationship between presupposition and generation,the attitudes,and values.