Research On The Generative Classroom Teaching Practice Of Chinese In Senior High School

The new curriculum puts forward "people-oriented,student-oriented development".With the deepening of Chinese curriculum reform in senior high school,students’ personal perception and subject consciousness have been paid more and more attention,and the effectiveness of classroom teaching has become an important guarantee for the improvement of students’ Chinese literacy.Therefore,the traditional high school Chinese classroom needs to improve the repeated memory of knowledge in the high school Chinese teaching,as well as the mechanical interpretation of the text,ignoring the personality characteristics of students and other issues.Using a generative concept to guide the high school Chinese teaching has become our research focus.However,due to the serious exam oriented tendency of high school Chinese,the backward teaching concept and the lack of flexibility of generative teaching methods,the current high school Chinese classroom teaching is generally lack of generative,which to a large extent results in inefficient or ineffective classroom teaching.At the same time,the majority of Chinese educators also realize that it is impossible to rely on the richness of Chinese and the characteristics of high school students to determine the perfect pre-set,and there are more possibilities in the high school Chinese classroom itself.This requires us to constantly think about some problems,how to understand generative teaching? How to understand the generative teaching of Chinese in senior high school? What are the advantages of generative teaching? What strategies should we implement and where should we develop?Therefore,the research of generative teaching practice in senior high school is not only of theoretical significance,but also of practical value.The article consists of three parts: introduction,main body and conclusion.The introduction part mainly introduces the origin of the research,explains the research ideas,analyzes the relevant research background at home and abroad and the research methods used.The main body consists of six parts.The first part is an overview of generative classroom teaching in senior high school.First of all,it analyzes the meaning of "generation" and the meaning of generative teaching.Secondly,it puts forward and analyzes the four characteristics of the generative teaching of Chinese in Senior High School: flexibility,experience,openness and creativity.The second part is to analyze the theoretical basis of the generative classroom teaching of Chinese in senior high school,and to provide theoretical basis for the generative classroom teaching of Chinese in senior high school from four differenttheories of constructivism,humanism,postmodernism and generative philosophy.The third part mainly discusses the practical value of generative classroom teaching in senior high school.The generative classroom teaching of Chinese in senior high school is not only conducive to deepening the reform of Chinese curriculum in senior high school,but also to enriching the classroom teaching of Chinese in senior high school.It can also promote the development of Chinese teachers’ ability,and at the same time enhance students’ individual creative consciousness.On this basis,the fourth part is the high school Chinese generative classroom teaching practice and problem analysis.Through practical investigation and research,this paper points out the current situation of Chinese generative classroom teaching in senior high school,and makes an in-depth analysis from four angles:society,school,teachers and students.The fifth part mainly discusses the practical principles of generative classroom teaching in senior high school.The generative classroom teaching of Chinese in senior high school follows the principles and characteristics of generative classroom,and has the practical principles of openness,difference and development,so as to better guide the specific construction of generative classroom in senior high school.The sixth part mainly discusses the practice strategy of generative classroom teaching in senior high school.First of all,the generative classroom of Chinese in senior high school should be generated in the process of concept renewal and education support,deeply understand the new curriculum standard of Chinese in senior high school,and establish the concept of taking students as the main body;secondly,the generative classroom of Chinese in senior high school should be generated in the process of flexible presupposition and flexible preparation,and actively pay attention to the students’ living experience;thirdly,the generative classroom of Chinese in senior high school should be generated in the open classroom and the dialogue between teachers and students,Through the guidance of teachers and the creation of situations,we should focus on the questions,grasp the differences,and let the classroom sublimate in the generation;finally,the high school Chinese generative classroom should be generated in the after-school reflection and summary optimization,actively record the feedback and evaluation,deepen their ability,and promote the next better generation of the classroom.The conclusion summarizes and sorts out the viewpoints of the whole paper,hoping to provide some thinking patterns and practical guidance for the generative classroom teaching of Chinese in senior high school,and to help the development of Chinese teaching in senior high school.