How to realize the generative nature of classroom teaching

How to treat the generative nature of classroom teaching

First, what is generative teaching?

With the reform and implementation of basic education curriculum, there is a popular saying that classroom teaching should pay attention to generation. Therefore, generative classroom teaching has become a kind of voice, prevailing in the north and south of the country. This gives people a psychological trend. If teachers do not adopt generative teaching methods in classroom teaching, then such teachers are still implementing traditional teaching. They didn't implement the spirit of curriculum reform at all, but they were doing things like hanging sheep's heads and buying dog meat. In this way, such teachers will be accused of social injustice. Many teachers who don't understand the connotation of generative teaching will distort the concept of "student-centered" and turn classroom teaching into a TV program similar to "very 6+ 1" in order to avoid accusations. The essence of "generative teaching" like this is a show, not a generative teaching in academic circles. Professor Jing emphasized in the article How Generative Classroom is Possible that generative teaching has the characteristics of process, interaction, unpredictability and value. Professor Jin summed up four values of generative classroom. First, classroom teaching pays attention to life growth and students' personality growth. Second, pay attention to the expression of students' inner thoughts. Third, pay attention to the rich differences in classroom teaching. Fourth, let students produce personalized expression.

Therefore, generative teaching can be understood as: compared with traditional prefabricated teaching, generative teaching refers to the process of interactive communication between teachers and students in the classroom according to different situations under the premise of flexible presupposition. In this process, students' creativity can be cultivated and their inspiration can be brought into play. Teachers play a great role in promoting, motivating and guiding students. In other words, in the teaching process, teachers should attach great importance to the problems generated by students, discuss and analyze the problems with students, thus arousing students' curiosity and thirst for knowledge and fully tapping their potential.

Second, the relationship between generative teaching and preformed teaching.

It is a difficult problem for many front-line teachers to adopt generative teaching or prefabricated teaching in classroom teaching. As a result, classroom teaching has begun a dispute between generative teaching and presupposition teaching. There is a view that pre-formed teaching is a demonstration of pre-formed thinking, which highlights that "compulsory teaching" compulsory teaching pays attention to laws and rules and is controlled and influenced by them. It regards the teaching process as the implementation process of the teaching plan, without paying attention to the specific teaching situation. Some problems arising from students are suppressed and ignored as disturbing the teaching order, making troubles unreasonably, grandstanding. Therefore, many people think that preformed teaching stifles students' thirst for knowledge and creative inspiration, while generative teaching just helps to cultivate students' thirst for knowledge and creative inspiration. Therefore, generative teaching and pre-existing teaching have become two binary opposition classroom teaching methods.

It is extreme thinking and a classic manifestation of dogmatism to oppose the two in this way. Pre-teaching is based on the results of pre-teaching, and its assumption is that good results come from good presupposition. However, good presupposition does not necessarily have good results. In other words, there is not a one-to-one correspondence between cause and effect, but a relationship of one cause and one effect, many causes and one effect, many causes and many effects, and one cause and many effects. Therefore, without a good premise, it is impossible to achieve good results; But good presupposition is not enough, and presupposition is only one reason for the result. In other words, to achieve good results, in addition to good presupposition, we need to pay attention to the process of achieving good results. There may be many reasons in this process, which may be closely related to the quality of the results.

Paying attention to the process is only a feature of generative teaching, which is based on the adjustment of dynamic process, and its assumption is that the process determines the result. In life, we often hear that "details determine success or failure". Similarly, in the teaching process, many links and details also determine the teaching effect. These links can be preset, but many details below the links cannot be preset. Therefore, we can see that generative teaching and preset teaching are two different strategies that lead to good teaching results, and these two strategies are complementary rather than opposite.

Third, how to treat generative teaching

In the explanation of what is generative teaching, we can know that generative teaching pays special attention to process, generated problems and interactive communication. So how to grasp and operate in actual teaching?

1. Pay attention to the teaching process and students' physical and mental development. The process of classroom teaching is also the process of students' physical and mental development. Whether students can develop physically and mentally depends largely on the guidance and enlightenment of teachers in classroom teaching. This requires teachers not only to pay attention to the transfer of knowledge in teaching, but also to the changes of students' thoughts. The change of mentality is not achieved overnight, but requires a long dynamic process. Professor Ye Lan is very concerned about process teaching. She once said: "The state of students in classroom activities includes their learning interest, enthusiasm, attention, learning methods and ways of thinking, cooperation ability and quality, opinions, suggestions, viewpoints, questions and arguments and even wrong answers. They are all generative resources in the teaching process. " Therefore, in order to realize the transformation of students' thoughts, we must attach importance to the teaching process. Once we leave the platform of process teaching, the communication between teachers and students will lose its substantive significance.

2. Pay attention to the generative problems in classroom teaching and stimulate students' innovative thinking. The present society is different from the previous society. In the past, teachers had a wealth of information, and students could only learn about society through teachers. Now, students can get information through the Internet, news media and other channels. In the process of classroom teaching, with the introduction of new knowledge, students may get inspiration in an instant, and generate has a spark of creation. Teachers should attach great importance to such emergencies, seize the opportunity and inspire students to think. For this kind of non-presupposed problems and situations, teachers can really reach the realm of teaching and learning.

3. Pay attention to the communication and interaction between teachers and students. Generative teaching especially emphasizes communication and interaction in classroom teaching. This is different from the previous "teacher-student" or "student-teacher" single-line communication. It uses brainstorming to build a three-dimensional communication platform. Through this platform, teachers can transfer part of the right to answer questions to students, and students can answer some questions raised by students. In this way, teachers can set an example for students and inspire other students to learn. It can also shorten the distance between teachers and students, make students feel that the problem is solved by themselves and teachers, thus cultivating students' sense of accomplishment.

It is worth noting that in this kind of interaction, teachers should judge the value and significance of communication problems. For some questions, if there is no communication value, the teacher should stop talking about them and don't communicate for the sake of interaction. Communication like this is just a form of communication, which is not only of little help to students and teachers themselves, but also wastes valuable classroom time. Therefore, the interactive communication in the classroom should be the communication between students and teachers around the problem. Through this kind of communication, students not only get the answers to questions, but more importantly, they get the progress of thinking and the promotion of their hearts.