A Study On Generative Teaching Ability Of Primary School Chinese Teachers

The new round of curriculum reform advocates to reconstruct the classroom teaching concept with generative thinking.The primary school language classroom under the guidance of generative thinking is free from the planned teaching mode,paying more emphasis on flexible teaching design,emphasizing the creation of teaching situation in teaching process,wit handling of accidents,multi-dimensional interaction of teaching subjects and the capture and effective utilization of generative resources generated in the interaction,emphasizing that teaching should be characterized by pluralism,diversity,participation and openness.All these create space for the creativity of teachers' teaching and the autonomy of students' learning.However,the generative teaching has not been widely concerned and understood by the teachers,which makes the actual teaching activities show the teaching morbid of "pseudo-generation" and "chaotic generation".Therefore,to realize the "true generation" of teaching,teachers should not only have the idea of generative teaching,but also need to develop their generative teaching ability.Based on this,the paper analyzes the development status and improvement process of primary school Chinese teachers' generative teaching ability,which is of great theoretical and practical significance to the generative teaching practice of primary school Chinese teachers and the realization of their professional development.On the basis of the domestic and international literatures,this study is based on the theory of generative thinking in modern philosophy and the theory of teaching professional development,which has been studied in terms of quantization and qualitaet.First of all,319 primary school Chinese teachers were surveyed by self-compiled questionnaire,and SPSS software was used to analyze the status of the teaching ability of primary Chinese teachers.Then,through the isotropy analysis of interviews,observations and cases,the problems and the process of improving the generative teaching ability of primary school Chinese teachers are explored.The quantitative analysis of this study found that the generative teaching ability of primary school Chinese teachers is in the general level,and there are significant differences in all dimensions of generative teaching ability of teachers with different degrees,different teaching ages,different schools and different grades.In the follow-up qualitative analysis,it is found that the teaching design of primary school Chinese teachers is lack of generative teaching concept,lack of teaching wit,and lack of motivation of teaching reflection.In the follow-up qualitative analysis,it is found that the teaching design of primary school Chinese teachers is lack of generative teaching concept,lack of teaching wit,and lack of motivation of teaching reflection.The improvement of primary school Chinese teachers' generative teaching ability needs to be communicated through independent development,external guidance and professional practice.Based on the above results,this paper puts forward some measures to promote the generative teaching ability of primary school Chinese teachers.From the perspective of internal factors,teachers should have the awareness of self-development: to update the knowledge of teaching presupposition,to seek ways to improve teaching implementation skills,and to strengthen the system of teaching reflection.From the perspective of external factors,the school should have supported measures: to build a symbiotic teaching team and optimize the development of teaching capacity;to establish the evaluation and supervision mechanism and improve the teaching ability development incentive system.