对于传统的课堂教学来说,要求老师在备课中做相应的课堂预设,尤其是对于刚走上讲台、经验不足的新老师来说,详细地做好课堂教学预设至关重要。这种预设性的教学方式既有利于充分地掌握课堂教学进程,但同时也对其中的一些突发事件应急不了。与预设性教学相对的是生成性教学,这是一种教师注重在课堂中根据学生不可预设的教学情境做出的灵活性的反应,它强调的是师生教学活动的多样性与教学环境的复杂性,是一种动态与多样化的教学策略。对于高中生物复习课教学来说,生成性教学适合其特点,能有效地帮助学生提高复习效果,进而提高高中生物学科的成绩,对于高考具有重要意义。本文主要在高中生物课教学实践的基础上,就生成性教学在高中生物复习课中的有效应用进行探讨。 For the traditional classroom teaching, teachers are required to make the appropriate classroom pre-setting, especially for new teachers who just walked onto the podium and lack of experience, it is very important to do a good job of classroom teaching pre-setting. This pre-determined teaching method not only helps to fully grasp the process of classroom teaching, but also can not respond to some of the contingencies. In contrast to prescriptive instruction, it is generative instruction, a teacher's reaction to the flexibility of the classroom based on the unpredictable teaching situation of the student, which emphasizes the diversity of teaching activities and teaching The complexity of the environment is a dynamic and diverse teaching strategy. For high school biological review teaching, generative teaching suits its characteristics, which can effectively help students to improve the reviewing result and then improve the achievement of high school biology, which is of great significance to the college entrance examination. This paper mainly discusses the effective application of generative teaching in high school biologic review class based on the teaching practice of high school biology class.