Research On Chinese Classroom Teaching To Promote Generative Learning

Generative learning encourages students to take the initiative as a subject,actively participate in classroom expression in an open classroom atmosphere,and realize their own development.However,in actual Chinese classroom teaching,teachers and students are greatly influenced by traditional teaching concepts,and the tendency to take exams in the classroom is serious.Teachers 'teaching methods cannot effectively promote students' generative learning.Zheng Guihua's teaching philosophy is to promote student development as a starting point.She advocates an open,interactive,and conversational Chinese classroom to cultivate students' subjective awareness in the classroom and achieve generation.The method of case analysis is used to explore the embodiment of generative learning in Zheng's lessons,and apply it to educational practice to achieve the purpose of learning.This research is divided into five parts:The first part is the introduction.It clarifies the research background and significance of generative learning,and conducts a literature review of the research status and development trends at home and abroad.The second part investigates the current status of generative learning in the current Chinese classroom through questionnaires.The survey target is teachers and students of Jiaonan No.1 High School in Huangdao District,Qingdao City.The survey covers three grades of high school.The third part is the study of the concept,theoretical basis and characteristics of generative learning.First,clarify the meaning of "generative",and then analyze the connotation of "generative learning",and secondly,expound the theoretical basis of generative learning from the perspective of epistemology,learning theory,and epistemology,and thus summarize the promotion of student generative The characteristics of the dynamic development of students in the learning Chinese classroom are of theoretical guiding significance for the current use of generative concepts to construct Chinese teaching.It is also hoped that this will promote the development of Chinese education research in a theoretical direction.The fourth part is to further understand Chinese classroom generative learning from the perspective of classroom implementation strategies,mainly to analyze and explain Zheng Guihua's concept of generative learning.From the three aspects of Teacher Zheng's preparation for classroom generation,the implementation of classroom generation and the evaluation of classroom generation's effects,the generative characteristics of classroom teaching are explored.By studying Zheng Guihua's classroom teaching records,students' subjective performance and personality development are observed.To sum up,the basic idea of Teacher Zheng's generative learning concept is to take students as the main body and students' development as the main task.This part lays the foundation for exploring teaching practice.The fifth part is a summary based on theory and course analysis,and analyzes the enlightenment of Zheng Guihua's typical courses to generative Chinese classroom teaching.Starting from the teaching content,teaching methods,teaching process,and teaching evaluation,there are both reference to its methods and reflection on its shortcomings.This article explores the generative theory,and further perfects the theoretical basis of generative Chinese classroom teaching,and on this basis,seeks how to apply the theory to Chinese classroom teaching.By combining Zheng Guihua's Chinese teaching lessons,I summarized some specific and feasible teaching strategies for teachers,hoping to help teachers' actual classroom teaching.