What does classroom generation mean?

Question 1: What do you mean by classroom-generated resources? According to the traditional view of resources, teaching materials and teaching wall charts are the teaching resources of the course. In fact, teachers and students themselves are valuable teaching resources, and they always generate curriculum resources through interaction. A wonderful impromptu speech, an unusual move, and even an unexpected incident that seems to interfere with teaching may become a resource to open the door to students' wisdom as long as we pay attention to mining.

Question 2: What are classroom generative resources? Classroom generative resources refer to various teaching conditions and factors that can promote the teaching process at the classroom teaching site with the teaching process. In the process of teaching, the curriculum resources that can promote teaching generated by teacher-student interaction mainly refer to students' various states and performances.

Question 3: What is generative classroom teaching? Teaching activities are planned and purposeful activities, with dual attributes of presupposition and generation. Presupposition is the premise of generation, generation is the transcendence and development of presupposition, and presupposition and generation are dialectical unity. In order to make it better, the pre-class teaching design should reflect diversity, selectivity, flexibility and openness from teaching objectives, contents, processes, methods and evaluation, so as to create more space for students' personality development.

Teaching objectives should be flexibly preset from three dimensions: knowledge and ability, process and method, emotional attitude and values, and the possible differences between the expected objectives and the actual results should be considered according to the characteristics of the subject, and the hierarchical requirements should be made for different groups of people to find the generation point of knowledge. For example, when teaching junior high school history "Qin Wang Sweeps Liuhe", we designed three levels of goals before class. The first level requires students to master the basic content of Qin unification; The second level requires understanding the historical facts contained in the charts and original materials in the text, and having the ability to read and identify drawings and obtain effective information from materials. At the same time, historical events can be combined with time and space to form an accurate view of time and space. The third level is to guide them to evaluate the merits and demerits of Qin Shihuang realistically and historically. In this way, the progressive goal effectively mobilizes the learning enthusiasm of students at all levels, ensures the effective learning of each student, and provides a generating space for the dynamic generation of classroom teaching.

Question 4: What is presupposition and generation in classroom teaching? On presupposition and generation in classroom teaching. Ask questions first 1. Traditional classroom teaching presupposes too much. We know that teaching is a complex activity, which requires teachers to make careful arrangements, make detailed plans and make full preparations. These are the premises. However, traditional teaching is almost entirely the product of presupposition. Teachers only have textbooks and teaching methods in their minds, and regard students as a container to be loaded. Then, according to the pre-designed lesson plan, the teaching content is reversed layer by layer. Little attention is paid to the development of students and their living conditions in the classroom. Students are banned if they are out of line, which makes the original lively and interesting science class extremely dull, mechanical and rigid; The glow of students' subjective spirit and the flicker of innovative spirit are almost degraded and lost. 2. Generative classroom teaching. All for the development of every student is the core idea of the new round of curriculum reform. As the forefront of the new curriculum reform, the classroom should be student-oriented and highly aware that students are the main body of classroom learning. Therefore, when students with different ideas and colorful personalities take part in classroom learning with their knowledge, experience, thinking, inspiration and interest, and become the main body of classroom learning, and have equal dialogue, emotional collision and life exchange with teachers in a democratic and harmonious atmosphere, our classroom will show unprecedented richness and complexity, that is, it is full of generativeness. In such a classroom; Our students will let passion flow, flowers of thought bloom and words of wisdom flow; This kind of classroom is truly student-oriented and the ideal classroom needed by the new curriculum reform. Second, generate the relationship with the preset. Traditionally, generation and presupposition are a set of opposing concepts. Wonderful generation is often unpredictable. In fact, the wonderful generation can be preset. However, this presupposition is not in the traditional sense. It is a student-centered preset, a humanized preset and a flexible preset. Teachers should not only compile teaching plans in the traditional sense, choose teaching methods and design teaching models, but also give more consideration to students as the main body of learning, presuppose what new teaching resources they may generate, and give themselves a flexible disposable space so that they can safely accept and embrace classroom generation. Let's talk about several presuppositions that students are most likely to produce generative teaching resources in science classroom teaching. 1. The premise of academic change Mr. Tao Xingzhi said: We must become children before we can become their teachers. We know that students are a group of living individuals, and their knowledge, experience and cognitive level are different. In addition, the degree of preparation before class is different, and our classroom teaching often produces some changes. In order for students to complete the construction of knowledge, we must presuppose our teaching from the perspective of students. So before class, we should fully understand the students, their knowledge reserves, their preparation before class, predict all possible classroom changes, think about their countermeasures, and then store them in our own flexible preset space. 2. It is difficult to ask questions by default. Skeptics have the opportunity to know, realize and make progress. The new curriculum standard also requires students to dare to put forward their own opinions and make their own judgments in communication and discussion. Not only as a book, but also as a teacher, dare to put forward your own views and make your own judgments on the key points, doubts, difficulties and ambiguities of the article. The emergence of these unexpected problems makes the generated teaching resources more accidental, which is difficult for us to control at the moment. Therefore, when preparing lessons, we should make in-depth presuppositions for the above students. 3. Presupposition, expansion and extension of new curriculum standards advocate the development and utilization of curriculum resources. Attach importance to the cultivation of scientific inquiry methods. It is believed that the extension of scientific learning is equal to the extension of life, which requires us to expand the field of scientific learning and broaden students' horizons in the intersection, infiltration and integration of different contents and methods. Specifically, students are required to obtain information by consulting a large number of materials and reading the dictionary of life without words to help them study better. Because the methods, ways and contents of students' expanding learning are rich and colorful, it is easy to produce new and unpredictable teaching resources. This requires us to presuppose the contents that are easy to expand in students' eyes, understand the ways and means they may use to expand, and make full preparations. However, it is undeniable that although we have made sufficient and student-centered humanized presuppositions, sometimes many situations in the classroom are unpredictable. As Bloom said, people can't predict the all-round results of teaching. Because teaching is an art. Therefore, when we face the unexpected classroom, ..................................................................................................................................................................... >

Question 5: Nouns explain the concept of classroom generation.

First, regard the classroom as a place for active communication between teachers and students, not a place for teachers to perform, oppose that the classroom is completely dominated by teachers and the teaching is completely controlled by students, and advocate that the essence of teaching is bilateral, two-way or even multi-directional communication between teachers and students;

Second, regard the classroom as a place for teachers to guide students' development, instead of blindly managing students, oppose the obvious distinction between teachers and students, and advocate that teachers should pay attention to students' psychological world, cultural characteristics, life situation and cognitive level, and realize guidance on this basis to effectively promote students' physical and mental development;

Third, regard the classroom as a place to explore knowledge, not a single place to impart knowledge, oppose instilling knowledge into students as a fixed conclusion, and advocate teachers and students to jointly analyze where knowledge comes from, where it goes, and the relationship between old and new knowledge, so that students can master knowledge and improve their learning ability;

Question 6: How to deal with the problem of classroom generation and the principles of dealing with cognitive conflicts in history learning.

Chen Zhigang Wenzhou University College of Humanities

Jiang Fangfang from Zhongguang Middle School in Jiading District, Shanghai

Keywords: cognitive conflict; Generative; Historical research

For unexpected or unexpected problems in teaching. Teachers are used to thinking that this is accidental, because teachers lack presupposition or fail to explain the teaching content clearly. In fact, according to the modern curriculum concept, accidents in teaching often refer to students' cognitive conflict, which is inevitable in teaching.

The so-called cognitive conflict refers to the psychological contradiction or opposition [1] when the original concept (or cognitive structure) is inconsistent with the real situation in the process of cognitive development (P.299). In the process of learning, cognitive conflict is the isomorphic contradiction and conflict between a person's established cognitive structure and the current learning situation, and it is a psychological imbalance caused by a certain gap between existing knowledge and experience and new knowledge. With the improvement of students' learning subject status after the curriculum reform, we find that students' cognitive conflicts in history class are increasing day by day. For example, students will have such confusion in their studies: "Since the Song Dynasty was poor and weak, why was the economy, culture and technology so developed?" "Who built the pyramids of Egypt? How do you know? " "If not so many people went hungry after three years of natural disasters, wouldn't there be more people in China today?" Wait a minute. Faced with these cognitive conflicts of students, most teachers are helpless because of the lack of relevant theoretical help. They try to solve these problems by using the methods of dealing with teaching emergencies in the past, but these methods are often difficult to work. These cognitive conflicts appear after the curriculum reform and must be solved by using relevant modern curriculum theories. Based on the generative nature of teaching, this paper discusses the principles of dealing with cognitive conflicts in history learning, hoping to help classroom teaching.

Contemporary curriculum theory holds that teaching is actually a generative activity, the core of which is not the realization of goals but the development of students, and the development of students is realized in the specific teaching process.

British curriculum expert Sternhaus and others believe that the essence of education is to guide children to explore cultural knowledge. In this regard, Steinhaus put forward the "generative goal" of teaching, that is, the curriculum and teaching goal naturally generated with the development of the educational process in the educational situation, which is the inherent requirement of the growth of human experience. "Generative goal" emphasizes the interaction among students, teachers and educational situations, pays attention to the development of students' critical reflection ability, and takes the cultivation of students' subjectivity as the goal, while the exertion of teachers' subjectivity is the means and guarantee to achieve the goal. Classroom teaching is a kind of generative teaching. Generation refers to the appropriate adjustment of objectives, contents, processes and methods due to the change of learning situation in teaching practice, as well as the valuable problems arising from students' cognitive confusion, teachers' teaching tact and reasonable regulation in teaching, as well as the ideas and methods to solve the problems [2](p. 174- 177).

In our country, people have long regarded curriculum teaching as the transfer of subject knowledge, the realization of teaching plan or learning results. It is this understanding that leads teachers to misunderstand cognitive conflicts in teaching. When teachers think that courses are subject knowledge, their task is to convey these objective "truths" in the classroom; When the curriculum is a written teaching (activity) plan, teachers will mistakenly think that the key to their own teaching is to complete the teaching plan, which leads to the ambiguity of some concepts such as curriculum and teaching, scheme and implementation, and limits the understanding of the phenomenon of unwritten curriculum; When the course is the expected learning result or goal, teachers will mistakenly think that teaching is preset and students are not allowed to generate new teaching content, which will inevitably lead to some of the most important processes in the course work being ignored, such as content selection and division of learning activities. Because our teaching is not to guide students to think, but based on the so-called "standard answer", which makes students completely become containers for passively accepting knowledge and lose their creativity. In this teaching mode, students study history mostly on the surface of the textbook content, and only use the language in the book to analyze historical issues, lacking their own understanding of history. In this teaching atmosphere, our students crawl under the authority of textbooks, thinking that teachers and books are the embodiment of truth, always correct, and can't raise objections. This is a "silent" classroom, and students have no "problems" or "cognitive conflicts" at all. Even if students have opinions and opinions that are contrary to the textbooks, they dare not put them forward boldly. Therefore, the problem of students' cognitive conflict in history learning has never been exposed ..... the rest; & gt

Question 7: What new problems have I created in classroom teaching? First, ask questions.

1, there are too many presuppositions in traditional classroom teaching.

We know that teaching is a complex activity, which requires teachers to make careful arrangements, make detailed plans and make full preparations. These are the premises. However, traditional teaching is almost entirely the product of presupposition. Teachers only have textbooks and teaching methods in their minds, and regard students as a container to be loaded.

Then, according to the pre-designed lesson plan, the teaching content is reversed layer by layer. Little attention is paid to the development of students and their living conditions in the classroom. Students are banned if they are out of line, which makes the original lively and interesting science class extremely dull, mechanical and rigid; The glow of students' subjective spirit and the flicker of innovative spirit are almost degraded and lost.

2. Generative classroom teaching.

All for the development of every student is the core idea of the new round of curriculum reform. As the forefront of the new curriculum reform, the classroom should be student-oriented and highly aware that students are the main body of classroom learning. Therefore, when students with different ideas and colorful personalities take part in classroom learning with their knowledge, experience, thinking, inspiration and interest, and become the main body of classroom learning, and have equal dialogue, emotional collision and life exchange with teachers in a democratic and harmonious atmosphere, our classroom will show unprecedented richness and complexity, that is, it is full of generativeness. In such a classroom; Our students will let passion flow, flowers of thought bloom and words of wisdom flow; This kind of classroom is truly student-oriented and the ideal classroom needed by the new curriculum reform.

Second, the relationship between generation and preset

The traditional concept holds that generation and presupposition are a set of opposing concepts; Wonderful generation is often unpredictable. In fact, the wonderful generation can be preset. However, this presupposition is not in the traditional sense. It is a student-centered preset, a humanized preset and a flexible preset. Teachers should not only compile teaching plans in the traditional sense, choose teaching methods and design teaching models, but also give more consideration to students as the main body of learning, presuppose what new teaching resources they may generate, and give themselves a flexible disposable space so that they can safely accept and embrace classroom generation. Let's talk about several presuppositions that students are most likely to produce generative teaching resources in science classroom teaching.

1. The premise of academic change Mr. Tao Xingzhi said: We must become children before we can become their teachers.

As we know, students are a group of living individuals. Their knowledge, experience and cognitive level are different, and the degree of preparation before class is also different, so our classroom teaching often has some changes. In order for students to complete the construction of knowledge, we must presuppose our teaching from the perspective of students. So before class, we should fully understand the students, their knowledge reserves, their preparation before class, predict all possible classroom changes, think about their countermeasures, and then store them in our own flexible preset space.

2. It is difficult to ask questions by default.

Skeptics have the opportunity to know, realize and make progress. The new curriculum standard also requires students to dare to put forward their own opinions and make their own judgments in communication and discussion. Not only as a book, but also as a teacher, dare to put forward your own views and make your own judgments on the key points, doubts, difficulties and ambiguities of the article. The emergence of these unexpected problems makes the generated teaching resources more accidental, which is difficult for us to control at the moment. Therefore, when preparing lessons, we should make in-depth presuppositions for the above students.