✘accidentally ✘accidentally ✘instinctive activity✘

eg: I received a profound education from this film

eg: How do you educate your children?

eg: Education is the foundation for revitalizing local economy

Social education (earliest), school education (latest main), family education

school education

moral education

Educating people, that is, education is a social activity (sociality) that cultivates people with a purpose (purpose/consciousness).

Unique to humans - sociality and consciousness are the essential differences between human educational activities and animal educational activities

Transmitting social experience - military activities of soldiers defending and fighting do not belong to education

eternity

historic

inheritance

long term

relative independence

productive

national character

Education has its own laws and plays an active role in politics, economy and productivity.

Performance

leading

main body

bridge

non-institutionalized education

institutionalized education

Family education, school education, social education

Education in agricultural society, education in industrial society, education in information society

Individual functions (ontological functions/basic functions)

Social functions (derived functions/extended functions)

forward function

negative function

Explicit functions (planned, expected, direct impact)

Hidden functions (unplanned, unanticipated, indirect effects)/potential functions

Conservative functions (unchanged, repeated)

Beyond function (update, change)

objectivity

Sociality

Diversity

integrity

conditionality

Zhu Xi

Education was created by God

Personal point of view, the oldest point of view of mankind

Instinct makes Li Xi

Thorndike (USA), Litourneau (France) (the first proposer), Percy Neng (UK)

Education is a biological instinctive phenomenon, not a social phenomenon unique to human beings

The first formally proposed theory about the origins of education, turning to scientific explanation

Failure to grasp the purpose and social nature of human education

Psychological imitation of Menglu

Monroe (USA)

unconscious imitation

Denies the social nature of education

Michael loves working

Midinsky, Kailov (Soviet Union), Marxists

unique human labor

Provides a "golden key" to understand the origin and nature of education

Simple labor without grades

Dependence

Spontaneity, universality (popularity), extensiveness, No hierarchy (equality), no stages

primitiveness

slave society and feudal society

gave birth to school education—slave society

feature

develop

French righteousness

Germany - the first country in the world to popularize compulsory education (compulsory) - the earliest compulsory education law

The state has strengthened its attention and intervention and the rise of public education (nationalization)

Separation of education from religion (secularization)

Legalization

Modern education features

Characteristics of late 20th century (modern) education

Modern education development trends

Educational issues are the intrinsic driving force for the development of pedagogy

China's budding stage

The nascent stage of the West

Easy to confuse knowledge points 1. Bacon - first proposed the independence of pedagogy 2. Comenius - a sign of the beginning of independence in pedagogy 3. Herbart - Symbols of standardized, scientific, modern and formal pedagogy 1. "Xue Ji": the world's first educational book; 2. "Principles of Oratory": the first educational book in the West; 3. "The Theory of Great Teaching": the first educational book in modern times; 4. "General Pedagogy": the first educational book in modern times

Bacon

Froebel

Comenius

Rousseau

Kant

Pestalozzi

Locke

Herbart

Dewey

spencer

experimental pedagogy

Cultural Education

pragmatic pedagogy

Marxist pedagogy (socialist pedagogy)

critical pedagogy

institutional pedagogy

Modern China

New developments in contemporary (modern = post-World War II) educational theory

Lead the revolutionary vision

nature of education

educational leadership

right to education

Educational Purpose (Purpose)

Choice of educational content (ideological aspects)

Education System

Educational reform and development

Education is relatively independent of the political and economic system

Pairing within special regulations

The scale (talent specifications) and speed of educational development

changes in educational structure

The content, methods and means of education

The school’s professional settings

Education is relatively independent of the development level of productivity

Inner knowledge magic

Educator's Concept

The number of educated people and the quality of education

The content, methods and means of education

educational technology

Visual direction promotes development

value orientation

School curriculum (enrichment of content; update of curriculum structure)

educational purposes

educational content

Educational methods

Dual cultural attributes: Education is not only a component of culture; it is also a means of cultural transmission, deepening and improvement.

quantity, quality, structure

Mermaid Princess

political talent

political democratization

Forming public opinion "To transform the people into customs, it must be learned"---"Xue Ji"

two reproductions

reproduce labor force

reproduce scientific knowledge

Intelligent body research and development

reproduction of scientific knowledge

institutionalization of science

scientific research function

Development and utilization of scientific research and technological achievements

Two transmissions and two creations

inherit culture

Transform culture

Spread, exchange and integrate culture

Renew and create culture

Reduce population size and control population growth

Improve the quality of the population and improve the quality of the population

Rationalize the population structure (ratio of men to women)

Contribute to population migration

social mobility function

ecological function

Specially able to move

Human physical and mental development is realized in social practice

Human physical and mental development has initiative

Inner Mongolia

Mencius

Freud

wilson

Gesell

Hall

Galton

+ Confucius "Only the superior wisdom and inferior foolishness remain unchanged" "Innate knowledge"

+Christian "original sin theory"

＋Plato’s “Learning is Recollection” and “Theory of Three Degrees”

＋Dong Zhongshu and Han Yu’s “Three Grades of Sexuality Theory”

+Rousseau's "Hand of the Creator"

+Thorndike "Twin IQ Study"

Mozi went out to look for Luo Huasheng

Mozi

Xunzi

Locke

Watson

Styron: “Development equals the sum of heredity and environment.”

Wu Weishi (Woodworth): "Human development is equal to the product of genetics and environment"

Dialectical materialism: internal factors + external factors, the degree of individual subjective initiative has decisive significance

Genetic quality is the material prerequisite for human physical and mental development. It provides possibilities for human development, but it cannot determine human development.

Individual differences in genetic predisposition are one of the reasons

The mature mechanism of genetic quality controls the level and stage of a person's physical and mental development.

The social environment provides unlimited possibilities to make the developmental possibilities provided by genetics a reality

The environment is the driving force for human physical and mental development (influence ~ process, direction, nature)

The environment does not determine human development

Humans are proactive in their response to the environment

Reasons why school education plays a leading role

~Performance (special functions affecting individual development)

~Conditions

Three levels: physiological activities; psychological activities; social practice activities (determining factors)

Role: internal motivation, decisive factor

Human physical and mental development is realized in social practice

Kang Shang Aipu Luo Huasheng

The omnipotence of education—British Locke, German Kant, American Watson, and French Helvetius

The theory of educational uselessness - Plato from ancient Greece and Galton from England. Uselessness refers to having little effect.

Cai Yuanpei, independence: funding, administration, academics, content, separation from religion

Schultz, American education contributes 33% to national income growth

Education is not only a consumption activity, but also an investment activity

Disadvantage: Ignores other selection criteria in the labor market

From low level to high level, from simple to complex, from quantitative change to qualitative change, the directionality is insurmountable and irreversible.

Requirements: Do not pull seedlings to encourage growth or apply them on festival grounds

Age + Characteristics

Requirements: No "one size fits all", "one pot cooks", "zone of proximal development"

Different speeds in the same aspect; out of sync in different aspects (speed of development, time to reach maturity, start and end time of development)

Requirements: Seize the critical period (sensitive period, best period)

between physiology and physiology; between physiology and psychology

Requirements: Make good use of strengths and avoid weaknesses, use good deeds to save losses

The development speed and level of different children in the same aspect: young people succeed and late bloomers

Different children develop in different aspects: some are good at math and poor at Chinese, and some are the opposite.

Individual psychological tendencies of different children: Children of the same age have different interests

Between groups: differences between men and women

Requirements: Teach students in accordance with their aptitude

Requirements: Comprehensive development

Social productivity and scientific and technological development level

Certain socioeconomic and political systems

process of historical development

Rules for the physical and mental development of educated people

Philosophical concepts, human nature assumptions, ideal personality and other concepts and value orientations

Content: All-round development and free development

1. The all-round development of human beings - refers to the comprehensive, harmonious and full development of human labor ability, that is, human physical strength and intelligence, and also includes the development of human morality and the full development of human personality. 2. The old division of labor (social division of labor) resulted in one-sided development of people 3. Machine-based large-scale industrial production provides the foundation and possibility for the all-round development of people. 4. The socialist system is the social condition for realizing the all-round development of human beings 5. The combination of education and productive labor is "the only way to create all-round development of people" The combination of education and productive labor is the basic (fundamental) way and the only way to cultivate all-round development of people.

human nature

Mencius Rousseau Pestalozzi Froebel Maritain Hutchins Naylor Maslow Sartre Rogers Kant Locke

Social Needs Citizens/People Externalization

Xunzi Plato Herbart Durkheim (cultivating qualified citizens) Natop Keichensteiner Comte Baglay

eg: "A gentleman learns the Tao and loves others, while a villain learns the Tao and loves others easily." "The evil in human nature needs to be taught." Otherwise, it will harm others and society.

external purpose without educational process

Dewey

Use culture to coordinate education among education, society, and people

Dilthey Spranger

The theory of education preparing for life focuses on how the educated live

Spencer (Dewey - the theory of educational adaptation, Tao Xingzhi - the theory of education transforming life)

Our country, individual + society

marx

Kuniyoshi Obara, Comenius (Preparation for Eternal Life)

Content tasks - impart knowledge, develop skills, foster autonomy and creativity

Fundamental mission - to cultivate or develop students' wisdom, especially intelligence

Enhancing students' physical fitness - the fundamental task of school education, the most fundamental difference between school sports and other school activities

The basic organizational form of school physical education - physical education class

The functions of school sports - fitness function, educational function, entertainment function

main mission

content

Function

develop

Master labor technical knowledge and skills (be able to work), and form labor views and habits (love labor)

Imbalance

relative independence

inner relationship

Innovation is essentially the result of people's free and comprehensive development

school spirit culture

School material culture - the material carrier of school spiritual culture

School institutional culture—traditions, rituals, rules

Interactivity, permeability, inheritance

content

Classification

The earliest - Western Zhou Dynasty (learned in the government)

The nature, mission, requirements, admission requirements, years of study and their interrelationships

The school education system is the core and main body of the national education system

Elementary school, middle school, university It is conducive to the popularization of education, and the quality of teaching varies greatly.

Elementary school, middle school, university It is conducive to the popularization of education, and the quality of teaching varies greatly.

Intermediate academic system, "Y" academic system, Taking into account fairness and efficiency, it is conducive to the popularization of education and maintains a high level of academic quality.

There is a school but no academic system. The school is its important symbol.

There are schools and academic systems. The formation of the school education system means the formation of institutionalized education. It is a formal education, hierarchical structure, and age-graded education system.

The symbol of the rise of modern institutionalized education in my country is the "abolition of imperial examinations and the establishment of schools" in the late Qing Dynasty, which promulgated a national unified educational purpose and modern academic system.

There are schools and academic systems. Education should no longer be limited to the walls of schools to build a learning society.

Compared with institutionalized education, the more important change is the educational concept

Ren Xuan Gui Xiang Ugly Men and Women Xu America The first three imitation days, Renxu imitation beauty

1902 "Renyin Academic System" (not implemented)

1904 "Guimao Academic System" (the beginning of the implementation of the new academic system)

Renzi Guichou academic system

1922 "Renxu Academic System"

October 1, 1951, my country’s first academic reform, “Decision on Reforming the Academic System”

The "Outline of China's Educational Reform and Development" in 1933 proposed "two basics": basically universalizing nine-year compulsory education and basically eradicating illiteracy among young and middle-aged people, and "two completes": fully implementing the party's education policy and comprehensively improving the quality of education. : It is necessary to build a number of key schools and a number of key disciplines

Hierarchy

Category structure

A branch-type academic system developed from a single-track academic system

Governor survives

✘Referee✘ ✔Maintain✔

Serve as a role model

Knowledge, great talent, rich knowledge

Shang Dynasty: The earliest teacher profession to engage in education was established

Sign: The emergence of private education "Shi" during the Spring and Autumn Period and the Warring States Period, the earliest teacher profession specializing in education; Confucius' "private education"; "Wise Man" in ancient Greece

France - the world's earliest teacher education institution, the world's first teacher training school, the beginning of independent teacher education in the world

Late Qing Dynasty - the earliest normal education in my country

The earliest discussion of normal education - Liang Qichao's "Reform and Tong Jiuyi"

1878--Zhang Huanlun--Shanghai--"Zhengmeng Academy"--the beginning of modern (private) primary schools

1897--Sheng Xuanhuai--Shanghai--"Nanyang Public School"--Shanghai Court, Intermediate School, Normal School (the earliest teacher education institution in China), and the Outer School (the earliest public primary school)

The urgent need for "quantity" was transformed into the improvement of "quality". Normal colleges were gradually merged into liberal arts colleges, and "teacher education became university-oriented".

The status of teachers as professional and technical personnel was confirmed in the 1994 "Teachers Law of the People's Republic of China"

(Engineer of the human soul)--Moral education, educating people

eg: Ideological education and transformation of students, ✘Reformer✘

(Transfer of knowledge, transmitter of human culture) - intellectual education, teaching

eg: Learn to be a teacher and set an example through behavior Teaching means what is given above and what is applied below - Xu Shen (No.1 Explaining Education) If his body is upright, he will act without being told; if his body is not upright, he will not obey even though he is told. - Confucius Follow his teacher, imitate his actions, listen to his words, and believe in his ways Learn from the virtues Peaches and plums, the next from Seikei

Organizer: The implementer of teaching resource allocation (time allocation, content arrangement, student grouping) and teaching activities

Managers: Tough and arbitrary, benevolent and arbitrary (fake benevolence, true arbitrary (Smiling Tiger)), laissez-faire, democratic management

Students hope teachers can share happiness and pain

(1) The complexity of the nature, objects, tasks, processes and means of teachers’ labor

(ii) The comprehensiveness of educational purposes, the diversity of educational tasks, and the diversity of labor targets (all students + teaching in accordance with their aptitude)

Determined by the characteristics of the labor object, (standing on the podium, I am the course)

Teaching students in accordance with their aptitude (first performance) "One key opens one lock"

Constantly update teaching methods "There are methods for teaching, but there are no fixed methods for teaching" (change)

"Educational agility" (emergency events) (the ability to handle timely and appropriate situations): making the best of the situation, adapting to circumstances, knowing the right measures, and prescribing the right medicine, the complexity, situationality, and practicality of teaching

Continuity of time, there is no strict time limit for handover, because of the relative stability of labor objects

The extension of space, there is no strictly defined labor place, because of the diversity of factors that affect student development

The talent training cycle is long, and the impact of education is slow-acting.

Do not create wealth directly, use students as an intermediary to realize the value of teachers’ labor

Teachers themselves - educational factors and role models

Lead by example and be a role model for others

eg: Teachers must have a healthy body, the skills of a farmer, a scientific mind, an interest in art, and the spirit of comprehensively reforming society - Tao Xingzhi

Cause: Educational cause loyal to the people - premise, foundation, source of enthusiasm and creativity

Students: Love students - core

Collective: Unity and collaboration

Self: Being a role model for others (good moral quality) - the difference from other professional ethics

Teaching literature and practical affairs

Political theory accomplishment

Profound subject expertise (ontological knowledge, core, basic requirements for competent teaching work)

Extensive scientific and cultural knowledge (general knowledge, general knowledge)

Necessary educational science knowledge (conditional knowledge) (pedagogy, psychology, textbooks of various subjects)

Rich practical knowledge

language expression skills

Organizational management capabilities

Education and teaching abilities (differences from other professional abilities, special requirements)

Self-regulation and self-reflection skills (higher educational resourcefulness)

Noble teacher ethics

pleasant emotion

Good interpersonal relationships - an important symbol of a teacher's perfect personality

healthy personality

ideals and beliefs

moral sentiment

solid knowledge

loving heart

temper character

Learn

Creative Thinking

Dedication to the motherland

"Not concerned" stage

"Virtual attention" stage

"Survival Concern" Stage

"Task Focus" Phase

"Self-update attention" stage

focus on survival

Focus on the situation

Follow students

newbie

Skilled novice (2-3 years) (lack of sufficient sense of responsibility)

Competent (3-4 years) (stronger sense of responsibility) (basic goal)

Business capable (5 years)

expert

Knowledge, level of awareness and teaching skills

Diary, ideas, document analysis

Cooperation, collaborative teaching, cooperative teaching and research through learning team building to achieve common development

The rational fulcrum of teachers’ professional behavior and the core of professional self-spirituality

school-based training

Part-time study

self reflection

Basis - students have plasticity, dependence, and teacher-oriented nature (students’ teacher-oriented and imitative nature → teacher’s demonstration of labor)

Students’ subjective initiative performance——

Students have different physical and mental development characteristics (development) from adults

Students have great potential for development

Students have developmental needs

Students have needs for adult education care

Students' physical and mental development is regular (sequential, staged, unbalanced, complementary, individual differences)

Students have huge potential for development

Students are people in the process of development

Student development is all-round development

Students are complete human beings (cognitive + emotional)

Each student has his or her own uniqueness (teaching students in accordance with their aptitude)

There is a huge difference between students and adults (unique)

Every student is an objective existence independent of the teacher’s mind and not subject to the teacher’s will (students’ ideas cannot be suppressed)

Students are the main body of learning (teacher guidance, student inquiry)

Students are the main body of responsibility

. Students are active subjects . Students are subjects with thoughts and feelings . Students have unique creative value . The student is a complete person

. Have different physical and mental characteristics from adults . Possibility and plasticity of development . Have development needs (potential)

. Taking learning as the main task . Study under the guidance of a teacher . It is a kind of standardized learning

Safeguards - Convention on the Rights of the Child

The teacher-student relationship is the most basic and important relationship among people in the process of educational activities.

The teacher-student relationship is a person-person relationship

Social relations (normativity) (stability)

Educational relationship (basic relationship, core) (working relationship)

Psychological relationship (situational) (diffuse)

Ethical relations (highest level)

Teacher-centered theory——Herbart

Child-centered theory (student-centered theory) - Rousseau, Dewey

eg: ✘The teacher-student relationship is a grant-and-receiver relationship✘ (in terms of content)

Helps improve grades ✘Authority type✘(Parent’s)

Conducive to student development

Teachers’ attitude towards students (direct impact, key role in improving students’ overall quality)

Teachers’ leadership style, wisdom, and personality factors

Students’ understanding of teachers (the main factor affecting students’ teacher-student relationship)

interpersonal relationships in school

classroom organizational environment

Interpersonal relationships: Respect teachers and love students

Social relations: democratic equality—core, premise, concrete embodiment

Educational relationship: teaching and learning—stability, normativeness, and formativeness

Psychological relationship: Psychological compatibility - Performance: close relationship, emotional harmony, equal cooperation

Respect teachers, love students, and cooperate with each other

Democracy, equality, harmony and intimacy

Sharing and co-creation, teaching and learning

bidirectionality

Effectiveness: The teacher-student relationship will have a direct impact on the teaching effect after it is formed.

Dynamic

asymmetry

my country: Tang and Song Dynasties

The west:

Broad curriculum - the sum of educational content and its processes (disciplines)

Curriculum in a narrow sense - a specific subject

Curriculum is a subject (teaching subject) = knowledge is most commonly used

Curriculum is learning experience (Dewey) = individual personal experience

Curriculum is the expected learning outcome or goal

Curriculum is an activity or process

Curriculum is the concrete manifestation of the school’s blueprint for cultivating talents.

Curriculum is the basic basis for teachers to engage in educational activities

Curriculum is the main source of knowledge for students

Reasonable curriculum settings play a decisive role in students' all-round development

Curriculum is the main basis and standard for evaluating teaching quality

Curriculum is the basic basis for school education and teaching activities and directly affects the quality of talent training.

Curriculum is an important means to achieve educational goals

Subject courses

Activity Curriculum (Experiential Curriculum) (Dewey)

The relationship between activity courses and subject courses actually reflects the relationship between people's direct experience and indirect experience, personal knowledge and public knowledge, children's current psychological experience and the logical experience condensed in the subject. It also reflects the relationship between adult learning. Differences and differences between methods and children’s learning styles

Sub-discipline courses = subject courses (organizing one-sided knowledge)

Comprehensive courses (organizing multi-faceted knowledge)

Required courses

Elective Courses

Elective courses are equivalent to compulsory courses. They have equal value and there is no primary or secondary relationship. Elective courses are not ancillary or supplementary to compulsory courses.

national curriculum

local curriculum

school-based curriculum

equality of status

Basic course

Extended courses

research courses

explicit curriculum

Hidden curriculum (potential curriculum, spontaneous curriculum) (intentional or unintentional) (non-public educational experience)

instrumental courses

informative courses

skills courses

Practical courses

Subject Center Science

Student Center Curriculum

Social Center Curriculum

Jiebu wants Laiyonghe

Structuralist curriculum theory - Bruner - students master the basic structure of the subject

Elementalist Curriculum Theory - Baglay - "Common Elements", the Interests of the Country and the Nation

Eternalist curriculum theory - Hutchins - the value of traditional "eternal subjects" with intellectual training value is higher than the value of practical subjects

Practicality and comprehensiveness

Dewey, Rogers

Basic proposition

bramelde

Courses focus on contemporary social issues

Resultant goal - "knowledge" comprehension

Experiential Goals—the “Process” Domain

Expressive Goals - "Production" Domain

Educational purpose or purpose of education, "University", school motto

Expected student learning results and clear what to do

Taylor's curriculum goal theory, Bloom's taxonomy of educational goals (three-dimensional goals - knowledge, skill, mode, valence)

Germinated in Dewey’s “education is growth”

Emphasize the adaptability and generative nature of goals

Each student's personalized creative expression is a further development of the generative goal, which focuses on the student's creative spirit

eg: Turn waste into treasure by hand-making, talk about what you like

Setting of teaching subjects (curriculum setting)

Subject sequence (course opening sequence)

Class allocation (number of teaching hours)

School year preparation and school week arrangement

Compulsory education: compulsory, universal, free

In the course plan, each subject is written in the form of an outline and a guiding document.

The teaching objectives, tasks, knowledge scope, depth, structure, teaching progress and basic requirements for teaching methods of the subject

It is the direct basis for writing textbooks and teachers' teaching, and is also an important criterion for measuring the quality of teaching in various subjects.

Description (Foreword)

Course objectives

Course Content Standards

Course implementation suggestions

appendix

National curriculum standards are the basis for textbook compilation, teaching, assessment and examination propositions, and are the basis for national curriculum management and evaluation.

Curriculum standards are the basic basis for teaching materials, teaching and evaluation, but they do not mean that curriculum standards are specific regulations on all aspects of teaching materials, teaching and evaluation.

Linear course, spiral course (with repetition)

Continuity (breadth), sequence (smoothness)

Comprehensive curriculum is the main focus at the primary school level

Set up a combination of subject-specific and comprehensive courses at the junior high school level

Taking goals as the basis and core of curriculum development and overemphasis on expected behavioral results

Taylor's principle: goals, content, methods, evaluation

"Basic Principles of Curriculum and Teaching" - the cornerstone of modern curriculum theory

Pay attention to the actual process

First to propose that “teachers are researchers”

Teachers are the central figure in the entire process

Loyalty orientation (teaching as written in the textbook)

Mutual debugging orientation (adjust as appropriate, preset + generated)

Creativity orientation (construction and development of curriculum concepts, creation + generation) (teachers are curriculum developers)

Starting point for curriculum development or design – curriculum objectives

Taylor "Father of Curriculum Evaluation"

Scriven

The focus of evaluation shifts from "the expected results of the curriculum plan" to "the actual results of the curriculum plan"

Lost too much

staffbeam

Background evaluation, input evaluation, process evaluation, outcome evaluation

Stark

There are different ways to evaluate courses, and no one method is absolutely correct.

On-campus course resources, off-campus course resources

Material curriculum resources--the direct source of elements that form the curriculum

Conditional curriculum resources--necessary and direct conditions for implementing the curriculum

Explicit course resources (visible, tangible), eg: computer network

Hidden Curriculum Resources (Potential Ways)

eg: tables and chairs

Natural curriculum resources are "natural" and "spontaneous", while social curriculum resources are "artificial" and "conscious"

Use the least expenditure and energy as much as possible to achieve the most ideal results, and the economy of expenditure, time, space, and learning

Highlight the key points while fully considering the cost, and select course resources that are decisive for students' lifelong development.

basic knowledge, basic skills Intelligence, physical ability, aesthetic taste and ability, moral character personality psychological characteristics

Herbart proposed educational teaching: "I can't think of any teaching without education. Teaching is always educational."

Ensure the scientific nature of teaching

Carry out ideological and moral education based on the characteristics of teaching content

Provide ideological and moral education to students through all aspects of teaching activities

Continuously improve your business capabilities and ideological level

Pay attention to the teaching of book knowledge, and pay attention to connecting knowledge with practice

Pay attention to cultivating the ability to apply knowledge

Strengthen the practical link and the ability to comprehensively apply knowledge, "the third learning"

Correctly handle the relationship between knowledge teaching and ability training

Supplement necessary local teaching materials

The key is to see whether teachers can stimulate students to actively learn, rather than judging based on form alone.

Teaching method

conversation method

discussion method

reading guide method

demonstration method

Visit method

Practice method

Experimental Method

Internship method

practical activity method

discovery method

Appreciative teaching method

situational teaching method

Class, lesson, hour (take class as unit, teach by subject, teach on time)

Large-scale cultivation of talents, systematic scientific knowledge, multi-faceted development, the leading role of teachers, the collective educational role of students, teaching management and teaching inspection

It is easy to cause a disconnect between theory and practice

External grouping - ability/age Internal Grouping – Age Ability

Contractual system, Birkhurst, teacher-specified learning content-student self-study

Flexible Class Schedule, Lloyd Trump, A combination of large class lectures (40%), small class discussions (20%), and individual self-study (40%), with flexible class time

Kerberk (originator, founder), Dewey, student-defined learning content-self-study

guidance system,

Study the teaching materials, understand the students, and design teaching methods (Prepare teaching materials) (Prepare students) (Prepare teaching methods) (First) (understand and understand)

Academic year (semester) teaching plan, subject (unit) plan, lesson plan (lesson plan)

Take a note

concentrate active mind participate actively take care of individuals

Motherboard internal design method

Clear teaching goals

Teaching content is accurate

Reasonable teaching structure

Appropriate teaching methods

Pay attention to the art of teaching

Blackboard writing in order

Give full play to students’ subjectivity (the most fundamental requirement)

✘Supervision✘Organization✘

diagnostic evaluation

formative assessment

summative evaluation

absolute evaluation

relative evaluation

Assessment of intra-individual differences

Internal evaluation – self-evaluation

external evaluation

Guidance - discovery teaching model

Piaget, Bruner - constructivist theory

Question--Hypothesis--Inference--Verification--Summary and Improvement

Example-based teaching, problem-based teaching, situational education

Create situations--determine problems--autonomous learning--collaborative learning--effect evaluation

Wagenschein

Lozanov

Create situations--Participate in various activities--Summary and transform

The basic principle

Create situations - ask questions - conduct open exploration

Humanism-Rogers

Less teaching time

Less teaching content

Resource capacity is small

Timely feedback

Moral education in teaching - "Shang Shu"

Three aspects: survival, development and enjoyment

The highest state - enjoy sexual function, spiritual happiness eg: helpfulness

Motivational effect, directional effect, liking and method support

The nature of moral education and its role in human development fundamentally determine the nature of school education

The most basic - A political education B ideological education C moral education legal education mental health education

Patriotism education—eternal theme and core

ideal education

Collectivist education—the core of social moral principles

labor education

Humanitarian and Social Morality Education

Conscious discipline education

Education on concepts of democracy and rule of law

Scientific worldview and outlook on life education

Knowledge - moral knowledge (premise, foundation, core)

Emotion - moral emotion (internal motivation, catalyst)

Yi - moral will (mental strength, maintenance and regulation)

Action - moral behavior (an important symbol and key to measurement)

The process of moral education has many beginnings The real beginning and starting point - stimulating motivation for moral development

Activities and interactions - foundations and sources

eg: Yan Hui: Master is always good at seducing people. He persuades me with literature and invites me with courtesy. He can't stop. When students make mistakes, teachers do not blame them but use other methods

eg: A gentleman is ashamed of his words but overdoes his deeds; hesitant in his words but quick in his deeds; his actions are close to benevolence.