Research On Generative Teaching In Biology Classroom In Senior High School

Generative teaching emphasizes student-oriented,pays attention to the students’ active construction of knowledge and the process experience of teaching activities,and pays attention to the development of students’ personality and creativity,which adapts to the new curriculum concept of "everything for the development of students".With the continuous promotion of quality education and the new curriculum reform,generative teaching is concerned and accepted by more and more scholars and front-line teachers.According to many practical studies,the effective implementation of generative teaching in classroom teaching is conducive to the improvement of classroom teaching efficiency and the improvement of teachers’ professional ability.In the biology class of senior high school,what is the implementation of generative teaching and what are the specific problems? What are the effective implementation strategies?Taking a middle school in Lingshi County,Jinzhong City,Shanxi Province as an example,using the methods of literature research,interview,classroom observation and teaching case study,through interviews with 8 senior high school biology teachers with four different teaching ages,observation and analysis of 30 biology classes,and analysis of typical teaching fragments in 10 teaching cases with 5 different teaching contents,This paper finds out some problems existing in the implementation of generative teaching in biology classroom in senior high school,and puts forward corresponding suggestions and specific strategies for the implementation of generative teaching from the two aspects of schools and teachers.in order to provide some reference for high school biology teachers to implement generative teaching more effectively.Research conclusions:(1)Problems existing in the implementation of generative teaching by teachers: teachers have a low cognitive level of generative teaching;There exists the consciousness and phenomenon of "charge" teaching;Teachers have the thought of "achievement first";Lack of diversity in teaching evaluation;Lack of openness in classroom problem design;The space and time reserved by teachers are insufficient;Teachers lack the insight to capture generative resources;The ability of the teacher to control generation is insufficient.(2)In view of the problems found,combining with teacher interviews and teaching case analysis,Suggestions are put forward:School: first,the school should recognize the dynamic generation of classroom teaching from the perspective of life concept and infiltrate it into the teaching concept and teaching culture.Secondly,the teaching culture of the school should pursue students’ subjectivity and personality,encourage students’ creative expression,and support the joint construction of classroom teaching by students and teachers as well as the active construction of students’ knowledge.Last school deal with the concept of generative teaching in strong support and promotion,actively organize teachers to communicate the related content of the lecture,teaching and researching activities,or go out to learn,and so on,to give teachers the right way to learn the generative teaching,so as to improve the cognitive level of opposite integrity teaching,train the generative teaching consciousness,change the teaching idea.Teachers: first,teachers should actively understand the concept of generative teaching,accurately learn and grasp the connotation and characteristics of generative teaching,so as to improve their own cognitive level of generative teaching;Secondly,teachers should enhance the self-confidence of implementing generative teaching and have the courage to try and practice.Thirdly,teachers should keep learning and practicing,reflect on and summarize experience in time,constantly supplement and improve their theoretical knowledge and teaching ability,so as to improve their teaching quality;Finally,the generative teaching implementation strategy that teachers can refer to has three aspects.1)Stimulating generation:(1)Constructing model catalytic generation;(2)Diversified evaluation to provide a suitable environment for generation;(3)Magnifying the space of open-ended questions;(4)Multi-party interaction to promote generation;(5)Capturing query resources to stimulate generation;(6)Independent reading to promote generation;(7)Instructional design needs to "leave blank";(8)Issuing tasks to stimulate generation,sufficient time to ensure generation;(9)Analogies or examples to stimulate students’ generation.2)Capture generation:(1)Actively pay attention to students’ real-time trends and generation in classroom teaching,capture generative resources from them;(2)Wisely take generative resources from mistakes;(3)Pay attention to interdisciplinary knowledge resources;(4)Give students the opportunity to explain on the stage.pay attention to students’ explanation of knowledge.3)To control generation:(1)"Question string" to guide generation;(2)To listen carefully to encourage and prompt to guide and help generation;(3)To ask errors to induce generation;(4)To create problem situations to induce generation.