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MindMap Gallery Pope Chapter VI
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Pope Chapter VI
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Edited at 2024-03-12 22:52:25
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Pope Chapter VI
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
teaching
Overview of teaching
The connotation of teaching
Teaching is a bilateral activity that combines teachers' teaching and students' learning under certain educational purpose standards to transmit and master social experience.
The fundamental purpose of teaching is to cultivate all-round development of people
The relationship between teaching and education, intellectual education, classes, and self-study
Teaching and Education: Parts and Wholes
Teaching and intellectual education: complex cross-relationships
Teaching and class: Class is a way to implement teaching
Teaching and self-study: Teaching includes self-study under the guidance of teachers, and does not include self-study conducted by students independently.
meaning of teaching
Teaching is the basic way to implement educational policies, implement comprehensive development of education, and achieve educational goals.
The most effective form of disseminating systematic knowledge and promoting student development
The basic way to carry out comprehensive development education and achieve training goals
The central work of school education must insist on giving priority to teaching (the status of teaching)
School work should adhere to the principle of "teaching first, comprehensive arrangements"
General tasks of teaching
Guide students to master basic knowledge and skills of science and culture (primary task)
Develop students’ intelligence, especially their innovative and practical abilities
Develop students' physical fitness and improve students' physical and mental health
Cultivate students' noble aesthetic taste and aesthetic ability
Cultivate students with good moral qualities and personality psychological characteristics, and form a scientific world view
teaching process
Components
It is generally believed that: teachers (lead), students (subject), teaching content and teaching methods (intermediary)
Some people also think: teachers, students, teaching content
The nature of the teaching process
Teaching activities, by their very nature, are special cognitive activities
The teaching process is mainly a cognitive process: the main contradiction is the contradiction between students and the knowledge they have learned.
The teaching process is a special cognitive process
Indirectness and generality of cognitive objects
Indirectness and efficiency of cognitive methods
Teacher’s guiding, guiding and imparting nature (with leadership awareness)
Communicativeness and Practicality of Cognition
The educational and developmental nature of understanding
The teaching process is based on cognitive activities and is a process that promotes students' physical and mental development
Historical understandings of the educational process
Confucius: The unified process of learning, thinking and doing
The Simeng School: Learn extensively, interrogate, think carefully, discern clearly, and practice diligently.
Comenius: Base teaching on sensory activities
Herbart: The four-stage theory of clarity, union, system, and method (marking the formation of the teaching process theory)
Dewey: The teaching process is "learning by doing"
Contemporary foreign teaching process theories mainly include: Gagne's information processing theory, Bruner's structural teaching theory, Zankov's teaching and development theory, Babanski's teaching process optimization theory, and Skinner's procedural teaching theory.
Basic rules of the teaching process
The combination of indirect experience and direct experience (the law of indirectness)
Focusing on indirect experience is the main feature of teaching activities
Students learn from indirect experience based on direct experience
To implement the law of combining two experiences, we must prevent two tendencies
The leading role of teachers and the main role of students are unified (bilateral law)
Give full play to the leading role of teachers
Give full play to students' initiative in participating in teaching
Adhere to the dialectical unity relationship between the two
To implement the law of bilaterality, we must prevent two tendencies (teacher-centered theory and student-centered theory)
Mastering knowledge and developing intelligence are unified (developmental law)
Difference: Knowledge is understanding; intelligence is ability
Connection: Knowledge is the basis for developing intelligence, and developing intelligence is an important condition for mastering knowledge.
It is conditional for the mastery of knowledge to promote the development of intelligence
To implement the law of development, we must prevent two tendencies (formal education theory (Locke, Pestalozzi), substantive education theory (Spencer, Herbart))
The unity of traditional knowledge and ideological and moral education (educational law)
Knowledge is the basis for the formation of ideological and moral character
The improvement of ideological and moral cultivation is the driving force for learning
Prevent two tendencies: conducting ideological and moral education without knowledge; emphasizing only knowledge. Neglecting ideological and moral education
The structure of the teaching process
The structure of the teaching process refers to the basic stages of the teaching process
Stimulate learning motivation: Learning motivation is an internal motivation to promote student learning
Comprehension of knowledge: the central link, including enabling students to perceive and understand the teaching materials
Consolidating knowledge: a necessary link
Apply knowledge: apply what you learn
Check knowledge: check for deficiencies and fill in the gaps
Teaching Principles and Teaching Methods
Teaching principles
Feng Gong, I follow my thoughts and make my hair straight
The principle of unity of ideological (educational) and scientific nature
Education + educating people
Implement requirements
Teachers must ensure the scientific nature of teaching
Teachers should conduct ideological and moral education based on the characteristics of teaching content
Teachers should provide ideological and moral education to students through all aspects of teaching activities
Teachers must constantly improve their professional abilities and ideological levels
Herbart's principles of educational teaching
The principle of integrating theory with practice
Indirect experience + direct experience
Require
Pay attention to the teaching of book knowledge and pay attention to the connection with practice in the process of imparting knowledge.
Pay attention to guiding and cultivating students' ability to apply knowledge
Strengthen the practical aspects of teaching, gradually cultivate and form students' ability to comprehensively apply knowledge, and conduct "the third learning"
Correctly handle the relationship between knowledge teaching and ability training
Supplement necessary local teaching materials
intuitiveness principle
direct perception, direct experience
Require
Correct selection of visual aids and teaching methods
Combine presentation of visual aids with language instruction
Pay attention to the intuitive use of language
heuristic principle
Teacher-led + student-centered
Require
Strengthen the purposeful education of learning and mobilize students’ initiative in learning
Set up problem situations to inspire students' independent thinking and cultivate students' good thinking methods and thinking abilities.
Let students practice, cultivate students' ability to solve problems independently, and encourage students to creatively apply knowledge to practice
Carry forward teaching democracy
Socrates' midwifery, Confucius: Don't be angry, don't be enlightened, don't be angry, don't be angry, etc.
The principle of step-by-step (systematic principle)
The inner logic of scientific knowledge + the rules of students’ cognitive development
Require
Teachers’ teaching must be systematic
Grasp the main contradictions and resolve the key points and difficulties
Teachers should guide students to systematize and systematize knowledge
According to the order of students' understanding, teaching is carried out from shallow to deep, from easy to difficult, from simple to complex.
Learn without hesitation
the principle of consolidability
Understand + Master
Require
Strengthen the consolidation of knowledge throughout the teaching process
Organize students' review work and teach students how to memorize
Consolidate knowledge through the process of expanding, reorganizing, and applying it
Teaching students in accordance with their aptitude
Starting from students’ reality
Require
Adhere to the unified requirements of curriculum plans and subject curriculum standards
Teachers must understand students and teach based on reality
Teachers should be good at discovering the interests and hobbies of each student and creating conditions to maximize the different talents of each student.
Principle of feasibility (principle of acceptability, principle of development)
Teaching content, methods, weight and pace should be suitable for students
Require
Understand the development level of students and teach based on reality
Consider the characteristics of the times for students’ cognitive development
teaching method
Two opposing teaching methods guiding ideology
Teaching method guiding ideology ≠ teaching method
Depending on the guiding ideology, various teaching methods can be classified into
Injection
heuristic
Commonly used teaching methods
Teaching methods based on language transmission
Teaching method
Conversation method (question-and-answer method)
Discussion method (more commonly used in senior grades)
reading guide method
A method based on intuitive perception
Demonstration method: embodies the principle of intuitiveness and integrating theory with practice
Visiting method (on-site teaching)
Preparatory visit
Parallelism visit
Summary visit
A method based on practical training
Practice method
Experimental Method
Internship method: use the knowledge learned to carry out practical operations in class or outside class
Practical activity method: Let students participate in social practice activities
A method based on guided inquiry: discovery method (advocated by Bruner)
A method based on emotional cultivation
Appreciative teaching method
situational teaching method
Basic basis for selecting and applying teaching methods
Teaching purposes and task requirements
Course nature and characteristics
The key points and difficulties of each lesson
Student age characteristics
Teaching time, equipment, conditions
Teachers’ professional level, practical experience and personality characteristics
In addition, it is also restricted by factors such as teaching methods and teaching environment.
Teaching mode
Main contemporary foreign teaching models
Inquiry-based teaching
Based on the constructivist theory of Piaget and Bruner, it focuses on problem solving
Procedure: Question--Hypothesis--Inference--Verification--Summary and Improvement
anchored teaching
Theoretical basis: constructivism
Procedure: Create situations--Determine problems--Autonomous learning--Collaborative learning--Effectiveness evaluation
Example teaching model
Presented by: Val Genshein
Features
embody fundamentality
Reflect the fundamentals
embody paradigm
embody the four unities
suggestive teaching model
Presented by: Lozarov
Teaching procedures: Create situations--participate in various activities--summarize and transform
Teaching principles: the principle of pleasure but not tension, the principle of unity of consciousness and unconsciousness, the principle of interaction of suggestion means
non-directive teaching model
Presented by: Rogers
Student-centered, emotion-based, and establishing a democratic and equal teacher-student relationship
Basic procedures: Create situations - ask questions - conduct open exploration
The main teaching models in contemporary my country
Transmitting-receptive: Aiming at imparting systematic knowledge and cultivating basic skills
Self-study - guided
Question - inquiry style
Demonstration - imitation
Goal--guided control
Situational-Cultivation
Teaching Evaluation
Basic content: It mainly includes the evaluation of students’ learning results and the evaluation of teachers’ teaching work; it can also be divided into student academic evaluation, classroom teaching evaluation and teacher evaluation.
Function
Diagnose teaching problems
Provide feedback
Regulate teaching direction
Test teaching effect
Principles of Teaching Evaluation
objectivity
developmental
Wholeness
instructive
basic type
According to the role of teaching evaluation
Diagnostic Assessment: Baseline Examination
Formative assessment: oral questions, written tests
Summative Assessment: Final Exam
Adopt criteria based on evaluation
absolute evaluation
relative evaluation
Assessment of intra-individual differences
By evaluation subject
internal evaluation
external evaluation
The concepts of modern educational evaluation are developmental evaluation and motivational evaluation. The fundamental purpose of evaluation is to promote the development of the evaluation object. It is based on the past of the evaluation object, pays attention to the present of the evaluation object, and focuses on the future of the evaluation object.
Teaching organization form and basic links of teaching work
Teaching organization form
The basic organizational form of modern teaching---class teaching system
Origin and development
Quintilian: The idea of class teaching system sprouts
Comenius: "The Great Teaching" (1632) was the first to elaborate theoretically and lay the theoretical foundation.
Herbart: Further improvements
Kailov: forming a complete system
The earliest class teaching system adopted in my country was Jingshi Tongwenkan, which was established in the Guimao academic system.
Basic Features
Classes are taught collectively, with a fixed number of students.
Teaching on time
teach on time
Advantages and Disadvantages
advantage
It is conducive to cultivating talents on a large scale economically and effectively and improving teaching efficiency.
Help students acquire systematic scientific knowledge
Conducive to giving full play to the leading role of teachers
Give full play to the educational role of the student collective
The multi-faceted development of students’ moral, intellectual and physical development
Conducive to teaching management and teaching inspection
insufficient
Not conducive to the development of students’ subjectivity
It is not conducive to cultivating students’ exploration spirit, creativity and practical ability.
Inability to adapt well to the diversity of teaching content and teaching methods
It is not conducive to teaching students in accordance with their aptitude and it is difficult to meet students' personalized learning needs.
Not conducive to real communication and inspiration among students
In some cases, the integrity of the content may be severed.
Auxiliary forms of modern teaching--individual teaching and on-site teaching
Individual teaching is a teaching organization form in which teachers provide individual tutoring according to the situations of different students. It was the main teaching form in ancient schools
On-site teaching refers to the form in which teachers bring students to the scene where things happen and develop to conduct teaching activities.
Special organizational form of modern teaching---duplex teaching
Concept: Put two or more students of different grades in one classroom, and a teacher will use different teaching materials to teach students of different grades in one class. It is suitable for rural and remote areas with few students, few teachers, poor school buildings and teaching equipment.
Significance: If duplex teaching is well organized, students’ basic training and self-study abilities tend to be stronger
Other teaching organization forms
Group teaching
External grouping: classes based on ability or performance
Internal grouping: age + grade = group
Ability grouping
Assignment grouping: Grouping according to students’ characteristics and wishes
Dalton System (Burkehurst)
advantage
Helps mobilize students’ initiative in learning
Conducive to cultivating students’ creative talents
shortcoming
Not conducive to mastering system knowledge
Higher requirements for teaching facilities and conditions
The Trump System (Lloyd Trump)
Large class teaching (40%)
Small class research (20%)
Individual teaching (40%)
Combining the three teaching methods
Design teaching method (Dewey, Kerberk)
Replace subject courses with activity courses
Students acquire relevant knowledge and abilities through unit activities designed and responsible for themselves
Bell-Lancaster system (tutoring system): teachers → older students; outstanding students → younger or lower-achieving students
Wennate card system (Huaxupeng)
flipped classroom
Features: Learn first and teach later
Before class: students watch and study teaching videos; after class: teachers and students work together to complete assignments, answer questions, collaborate on inquiry, and interact with each other, etc.
Basic aspects of teaching work
Lesson preparation (initial stage)
Require
Do three things well
Study teaching materials (prepare teaching materials)
Get to know students (prepare students)
Design Teaching Method (Teaching Preparation Method)
Write down the three plans
Academic year (semester) teaching plan
Topic (unit) plan
Lesson plan (lesson plan)
Taking classes (central link)
type
Teaching tasks
Different types: new teaching, reinforcement classes, skills classes, inspection classes
The number is different: single course, comprehensive course
teaching method
Lecture classes, demonstration classes, practice classes, experimental classes, review classes
Structure: organize teaching (throughout every link), check and review, teach new teaching materials, consolidate new teaching materials, and assign extracurricular homework
Basic requirements for taking a good class
Clear teaching goals
Teaching content is clear
Reasonable teaching structure
Appropriate teaching methods
Pay attention to the art of teaching
Blackboard writing in order
Give full play to students’ subjectivity (fundamental requirement)
Homework assignments and feedback
Meaning: Understand and consolidate the teaching materials, master relevant skills and techniques
Format: reading, oral, written, practical
Require
The assignment content meets the requirements of the course standards
Consider the ability needs of different students
Appropriate weight, moderate difficulty
Assignments are diverse and selective
The requirements are clear and the time for completion of the work is specified.
Clear and timely feedback on homework assignments
Assignments should be of typical significance and be able to draw inferences from one example
Assignments should help stimulate students' thinking and contain factors that encourage students to explore independently and think creatively.
Try to integrate it with practical problems in modern production and social life, and strive to integrate theory with practice
Extracurricular tutoring: It is a necessary supplement to class and an important measure to adapt to the individual differences of students and implement teaching in accordance with their aptitude.
Inspection and evaluation of academic performance: daily examinations and examinations