A Research On The Effectiveness Of Generative Teaching In Junior High School Language And Literature

Generative teaching emphasizes the dynamic process of teaching,which is extremely relevant and meaningful.The significance of this reality comes from its openness,symbiosis,plurality and dynamic generation,which is the opportunity to further develop the new curriculum reform into the deep water.At present,there are more studies on generative teaching at the elementary school level and senior high school level,but fewer studies at the junior high school level,and especially few studies on generative teaching in language and literature courses.Thus,this research will focus on generative teaching in junior high school language and literature and explore whether the teaching and learning generated in junior high school language and literature classrooms are effective.If it is effective,then examine what merits there are to draw from it.If it is effective,then examine what merits it has to offer.If it is ineffective,explore why it is ineffective.This research is divided into four parts.The first part is the introductory section.This paper begins with the research purpose and research significance of the effectiveness of generative teaching,and provides a literature review of the current status of generative teaching and learning research at home and abroad.The second part outlines the value of research applications on the effectiveness of generative teaching in junior high school language and literature.First,this paper describes the meaning of generative teaching in junior high school language and literature.It is analyzed and elaborated in layers from the applicability of junior high school stage,the characteristics of students in junior high school stage,and the theoretical support of curriculum standards,and points out the significance of the pursuit of effectiveness of generative teaching in junior high school language and literature.Second,this paper proposes the criteria for judging generative teaching in junior high school language and literature.From the flexibility of the instructional design,the handling of immediate events to the acquisition of students’ knowledge to see whether the generative teaching of the junior high school language and literature implements the core literacy of the language and literature subject.The third part is to analyze the current situation and problems of generative teaching and learning in junior high school language through observation in classroom detentions,interviews and exchanges with teachers,and a combination of questionnaire surveys.First,the author learned during the study that generative teaching has been achieved in the junior high school language and literature level.Teachers have embraced generative teaching and have skillfully used it in their classrooms,and have recognized the dimension of having students be the masters of the classroom.Secondly,it is also understood that generative teaching has the problem of ineffective generation in junior high school language and literature teaching practice,which is manifested by the formalization of generative teaching presentation and the improper handling of immediate events.These problems are caused by teachers’ low awareness of generation,limited space for generation,the limits of students’ cognitive abilities,and the influence from the delivery structure.The fourth part focuses on how to improve the effectiveness of generative teaching in junior high school language and literature.This paper focuses on three aspects of teachers’ pedagogical awareness and competence,students’ learning ability,and delivery structure,respectively,to further provide theoretical guidance for teachers to generate in transformation,students to optimize generative learning literacy and educational delivery to create generation.In observing studies at the same level,in the same category,and on the same topic,this research focuses not only on the effects of teacher and social perspectives on the effectiveness of generative teaching and learning in junior high school language and literature.This research also judges the effectiveness of generative teaching through the degree of students’ knowledge acquisition from the students’ perspective,and proposes targeted optimization of students’ generative learning ability in order to explore the research on the effectiveness of generative teaching more comprehensively.