Classroom Observation And Study Of The Generative Teaching Of Junior Middle School Chemistry

Generative teaching is a new teaching concept advocated by the new curriculum reform,which purpose is to provide operable approaches to the development of every student,the comprehensive development of students,and the growth of teachers.Domestic and international education experts on generative teaching have done a lot of research for a long time,and they also have made a lot of progress.However,in junior high school,what is the real situation about generative teaching when students having chemistry class?Based on the analysis of the characteristics of generative teaching,this research goes deep into the classroom,by observing and analyzing the behavior of chemistry teachers,to find out the highlights and problems,and puts forward the strategies of generative teaching to provide reference for teachers.This article mainly includes six parts:Firstly,it briefly expounds the background and significance of the search.Through reviewing and analyzing a large number of literature,combining with the domestic educational background and author’s thinking,the problem is found.So the main content of this study is the classroom observation of chemical generative teaching in junior high school.Secondly,the article combs existing theories about generative teaching and chemical generative teaching as well as conceptualizes them.Four characteristics of chemical generative teaching,situational,interactive,on-limits,and life-emphasized,are introduced and interpreted.The research based its theoretic basic on the constructivism,humanism and dissipation theory.Thirdly,the research sets these four characteristics of chemical generative teaching as a viewing angle,and composes the initial classroom observation scale by combining the characteristics of chemistry.After initial observation and trial revision,the classroom observation scale of chemical generative teaching in junior high school is formed.Through observing the teaching behavior of chemical teachers,the present situation of generative teaching at the stage of compulsory education is analyzed.Fourthly,analyze the observation results.This research finds the highlights of generative teaching in junior high school.(1)The life-emphasized feature is well performed in class.(2)Most teachers can carry out flexible design.(3)The designed questions are helpful to promote the implementation of interactive feature.There also exist problems.(1)The interaction of teaching experiments is not good,and students have no sense of participation.(2)The on-limits feature of class is poor,and teachers and students seldom bring their personal experience into class.(3)Teachers lack the awareness of generative evaluation.(4)Teachers cannot make effective use of generative resources.Fifthly,the research puts forward the strategies to improve chemical generative teaching.Combining the results of classroom observation and the interviews with teachers,the research puts forward five strategies.Generate disciplinary concepts efficiently.Create an on-limits teaching situation to generate efficiently.Conduct teaching experiments to generate interactively.Carry out multiple evaluation to stimulate generative behavior.Generate flexibly with pedagogical tact.Lastly,the article sums up the research process and identifies the shortcomings of this research.