Research On Chinese Reading Teaching In Senior High School Based On Generative Teaching Thought

Generative teaching is a new teaching mode rising in modern times.Under the reform of the new curriculum standard,more and more schools apply generative teaching ideas to the front-line teaching.High school teaching attaches great importance to the cultivation of students' Chinese literacy,and the growth of Chinese literacy is based on a large amount of effective reading.However,in the actual teaching process of high school Chinese teachers,many front-line teachers have a deviation in the understanding of education reform due to the influence of traditional teaching concepts.Some high school Chinese teachers even regard the teaching plan as a teaching books plan,and turn the teaching plan into a single teaching time allocation.They pay no attention to the cultivation of high school students' Chinese literacy.Therefore,the importance of reading teaching is not fully understood.Thus,the author wants to study whether the generative teaching can be applied to the teaching of Chinese reading in senior high school in order to improve the current situation.The aim of this paper is to put generative teaching into practice and improve the students' reading skills in senior high school.What is the most important is the participation of students.Only students actively participate in the classroom,can we expect to achieve the expectation of effective generation in the classroom.In the classroom guided by generative teaching,there is no need for the teachers to speak more as they used to.That is to say,according to the actual situation of the classroom,combined with their own knowledge reserves,they actively put forward their own questions in the classroom and solve them by themselves or by communicating with teachers and classmates.At the same time,teachers should always pay attention to students' thinking direction,timely solve the crux of students' thinking,and be ready to adjust the teaching direction at any time,so as to truly make students become the masters of the classroom and improve students' enthusiasm,so as to realize the construction and generation of knowledge.If it can,the actual teaching effect of high school Chinese reading and the cultivation of students' comprehensive quality will be improved.This paper consists of four parts.The first part is the introduction,which is mainly about why to choose the topic and how generative teaching develops.Besides,there research methods are included in this part.Then the first chapter introduces the relationship between generative teaching and high school Chinese reading teaching,including the reason why generative teaching is applied to the Chinese reading teaching,and the role orientation of teachers and students in high school Chinese reading class under generative teaching thought.The second chapter is focused on the present situation of Chinese Reading Teaching in senior high school,and makes a further analysis on the basis of the first chapter.The third chapter is the continuation of the second chapter.In the face of the low efficiency of generative reading teaching,not only are three application principles put forward but also three strategies about generative teaching are listed in this paper..The fourth chapter presents the teaching practice of generative reading teaching.On the basis of the previous three parts of theoretical research,this paper uses specific teaching cases to further enrich and explain the current situation of high school Chinese generative teaching.