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MindMap Gallery Education and Pedagogy
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Education and Pedagogy
Pedagogy is a subject of important value. It not only reveals the laws of education, but also provides theoretical support and practical guidance for improving the quality and effectiveness of educational practices and educational policies. I hope this education and pedagogy mind map can help you~
Edited at 2023-10-29 08:47:41
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Education and Pedagogy
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pedagogy
Education and Pedagogy
The emergence and development of education
Overview of Education
etymology of education
middle
The word "education" first appeared and was used/used together in my country
Mencius's "Mencius. Devoting Your Heart": Obtaining the world's talents and educating them are the three pleasures.
The earliest explanation of education and education separately
"Shuowen Jiezi" written by Xu Shen, the Eastern Chinese character saint, states: "Teaching" means what is given from above, and what is applied below is effective. Education means raising children to do good deeds.
West
education/education: lead
Differences between Chinese and Western
middle
External (I educate you), passive, emphasis on discipline, emphasis on teacher authority, indirect experience
West
Internal (I guide you), initiative, emphasis on individuality, attention to children's interests, direct experience
Replenish
etymology
Oracle: "teaching": holding a whip to supervise children's learning, "yu": a woman's journey of raising children
Ancient Greece: "Education" is related to "teaching servant", a slave relationship that accompanies slave owners' children to and from school.
earliest
The first to connect "Tao" and "De" together
Xunzi's "Encouraging Learning"
The earliest link between "teaching" and "learning"
"Shang Shu·Shuo Ming"/"Shang Shu·Fate Fulfillment"
It was the earliest to connect "teacher" and "Tao" together.
"Zhou Rites"
The first person to clearly put forward the "dignity of teachers"
"Study Notes"
education definition
Definition: Education is a social activity that cultivates people for a purpose.
Defining “education” from a social perspective
Education in a broad sense
concept
Any activity that enhances people's knowledge and skills, develops their intelligence and physical strength, and affects their thoughts and moral character is education. It includes social education, school education and family education
Classification
school education
Lead/Key/Further Development of Home Education
family Education
Extension of basic/school education
social education
protection/reliance
Education in a broad sense/Three forces of education/Spatial characteristics of the education system/From a horizontal perspective, the basic form of education
From a horizontal perspective, the basic form of education
Version 1
home school club
Version 2
school education
family Education
social education
chance, uncertainty
self education
self-study, self-examination, self-study
education in nature
Refers to the phenomenon that permeates the process of production and life and teaches production and life experience through oral and personal example.
eg: The hardships of life educate us; listening to your words is worth ten years of reading.
The three complement each other
Characteristics of family education
Leading, infectious, authoritative, targeted, lifelong, individual
How to cooperate between home and school
Mutual visits, parent meetings, parent committees, parent salons, parent schools
Education in the narrow sense
school education
Concept: School education is an activity in which educators influence the educated in a purposeful, planned and organized manner according to certain social requirements and train them into people needed by a certain society.
repair
The difference between education in the broad sense and education in the narrow sense - planning - school education is more planned
What education in the broad sense and education in the narrow sense have in common—purposefulness
School education dominates
Education in a narrower sense
Ideological and moral education (moral education)
Define “education” from an individual perspective
Education is the process of individual learning and development
Define education by taking into account both social and individual aspects (comprehensive perspective)
Education is a practical activity that occurs under a certain background to promote individual socialization (commonality) and social individualization (personality).
1. Individual socialization: the role of thought and will, individual behavior, and professional awareness
2. Education is communicative (coupling)—
3. Education is dynamic (promoting, accelerating)
The way education is defined
Scheffler (US) "The Language of Education"
educational terms
prescriptive definition/operational definition
Created by the author himself
descriptive definition
Reality (reality) What is it actually like?
There are good and bad
eg: Education is an activity that affects people
programmatic definition
What should (ideally) be like
good, positive
eg: Education is an activity that promotes people
education slogan
Irregularity
eg: Education should start from childhood
education metaphor
A vivid and unique image (borrowing one thing from another)
eg: Education is the cultivation of the soul
Daily usage of education (defense equipment)
process
Thought transformation process
I received a profound "education" (in the most basic sense) from this movie
method
How do you "educate" your children?
Social system
⑴"Education is the foundation for revitalizing local economy"
⑵"A century-old plan based on education"
⑶"To build a country and rule the people, teaching comes first"
basic elements of education
educator
Dominant, key, the subject of teaching, with subjectivity, purpose and sociality
Meaning: A person who assumes the responsibility of teaching and exerts influence
The most direct educator-teacher
educated
Subject status; subject of learning, object of education, (unity of subject and object)
People who take responsibility for learning and accept influence
Educators and educated persons: dual subjects, composite subjects, and intersubjectives
Educational media (educational impact/educational intermediary system/educational measures)
link, intermediary, bridge
Educational content is the object or object (absolute object) that the educator and the educated work together on
In terms of content (what to teach): educational content, educational materials, textbooks
In terms of form (how to teach): educational means, educational methods, educational organization form
The contradiction between the educated and the educational content/students’ cognitive process is the basic and decisive contradiction in education.
The two most basic elements: educator and educated
Replenish
Version 1: Educator Educated Education Intermediary System
Version 2: Educators, Educated Persons, Educational Measures
Edition 3: Educator Learner Educational Impact (Educational Media/Intermediary)
four elements theory
Educator Educated content Educational means
Educator Educated Educational Content Educational Materials—Ye Lan
five elements theory
Educator Educate Educational Method Content Environment
most basic elements
educator
educated
educational means
material means
mental means
method
way
form of education
Viewed from the side
Primitive educational phenomena, ancient times, modern times, modern times
From a vertical perspective, the basic form of education
Version 1
school education
family Education
social education
Version 2
school education
family Education
social education
self education
People’s self-organized self-study activities, self-reflection, and self-study behaviors
education in nature
A phenomenon that permeates the process of production and life through oral instruction and personal experience in production and life.
According to the degree of formalization of the education system itself
non-institutionalized education
Not yet perfected
Institutionalized education (formal education)—the advanced form of human education
According to the standards of the place or space in which the education system operates
social education
The earliest independent form of education
school education
family Education
According to the time on which the education system operates and the industrial technology on which it is built, the social form
education in agricultural society
The emergence and development of ancient schools
The emergence and strengthening of the class nature of education
School education is separated from productive labor
education in industrial society
The emergence and development of modern schools
Education and productive labor have moved from separation to integration, and the productive nature of education has become increasingly prominent.
The public nature of education is becoming increasingly prominent
Education is becoming increasingly complex and theoretically conscious
Education in the Information Society
The school will undergo a series of changes
The functions of education will be further fully understood
The trends of internationalization of education and localization of education are very obvious.
The concept of lifelong education and universalization has become the basic concept guiding education reform.
structure of education
Internal structure/basic elements of education/structure of educational activities
Version 1
educator
The main body of educational practice activities
educated
Educational impact/educational intermediary/educational media/educational measures
educational content
content
The object of common understanding between the educator and the educated
educational means
means
Version 2
Educator, educated person, educational content, educational means
Version 3
Educator, educated person, educational content, educational materials
Version 4
Educator, educated person, educational content, educational activity method
external structure
Hierarchy
Preschool education, primary education, secondary education, higher education
type
General education, vocational education, other
form
It consists of full-time, work-study schools, part-time schools, correspondence courses, publications, radio, television and other schools.
Management system structure
Public, private, social groups, enterprises and institutions, private schools
attributes of education
Essential attributes/natural attributes of education
Education is a social activity that cultivates people with a purpose. This is the fundamental feature that distinguishes education from other phenomena (the stipulation of the quality of education)
The essential attribute of education is to educate people. The fundamental attribute of education is sociality. The difference between humans and animals is sociality and consciousness.
qualitative stipulation
1. Education is an activity unique to human beings
2. Education is a conscious activity
3. Education is a social practice activity
repair
1.Essential stipulation theory
Education is a social activity that cultivates people with a purpose
2.Superstructure theory
Education is an activity that belongs to the category of ideology
3. Productivity Theory
Education is a means of reproduction of labor force
4.Dual attribute theory
Education has the dual attributes of superstructure and productivity
5. Theory of multiple qualities
Education is the unity of social, class, productive, scientific and other aspects
First view: Education is the superstructure
Second view: Education is productivity
Third perspective: Education has the dual attributes of superstructure and productivity
The fourth perspective: special categories
Fifth perspective: social practice
6. Special category theory
Education is neither a superstructure nor a productive force, but a special category and a tool for transmitting the experience of human social life.
The social attributes of education (Yongli people grow in succession)
eternity
Eternity does not depend on the characteristics of changes in historical conditions. As long as people have education, it has nothing to do with the country.
What determines the eternity of education is the function/function of education
historic
Different between ancient and modern times
inheritance
Same as ancient and modern
long term
It takes ten years to grow trees and a hundred years to cultivate people.
relative independence
Performance
The historical inheritance of education itself
The imbalance between education and social development
Parallelism between education and other forms of social consciousness/Education is a transformative activity/Qualitative stipulation
Supplement(Wang Daojun)
The process of conversion activities
historical inheritance
Imbalance
productive
Economics - potential investment
national character
national characteristics
class nature
In a class society, education has a class character, and education beyond politics and class does not exist.
Classless - primitive society, communist society
There are classes - slave society, feudal society, capitalist society, socialist society
contemporary, futuristic, natural
Imbalance - time/speed differences (lead/lag)
repair
To comprehensively understand and solve the nature of education, on the one hand, we must systematically analyze the history of the emergence and development of education, and on the other hand, we must objectively view the relationship between education, individual development and social development.
Education function
Objects according to educational function
individual development function
Alias: ontological function/basic/inherent/primary/direct/micro function
Status: the most basic, the most important
Forms of psychological internalization: moral internalization, knowledge internalization, intellectual internalization
The function of education in promoting individual socialization (common characteristics)
1. Education promotes the socialization of individual ideology
2. Education promotes the socialization of individual behavior
3. Education and cultivating individual professional awareness and roles
The function of education to promote individualization (personality)
1. Education promotes the formation of people’s subjective consciousness and the development of subjective abilities.
2. Education promotes the full development of individual differences and forms human uniqueness
3. Educate and develop people’s creativity
social development function
Alias: derived function/indirect/tool/macro/expanded function
The function of education for social change (liberal arts students and serious people)
politics
The most direct function
economy
The most basic functions
culture
The most profound, always with education
science and technology
The fundamental motivation for the development of modern education
population
ecosystem
Establish concepts, popularize knowledge, and guide social activities to build ecological civilization
Education social mobility function/stratification function
Lateral flow/horizontal flow
No advancement in social class or status - no high or low
vertical flow/vertical flow
Promotion, job promotion, salary upgrade - there are high and low levels
eg: Be a farmer in the morning, ascend to the Emperor’s Hall in the evening
repair
The primary/most basic function of education
Promote individual development/cultivate talents
Individual development function is the source of education
According to the direction/nature of educational function
forward function
Positive, positive
Alias: Positive-Contributive Function
negative function
negative, negative
Another name: negative-impairing sexual function
Presented by Robert King Merton
The key to overcoming the negative functions of education
1. Establish a "people-oriented" educational concept
2. Reform the unreasonable education system
3. Correct inappropriate behavior in educational activities and processes
Presented in the form of educational functions
explicit function
(expected) plan = result--in plan
Hidden functions
(Unexpected) Plan ≠ Result - Unplanned
Difference: Planning Connection: Implicit can be transformed into explicit
invisible example
1. For some parents, school plays the role of taking care of children and their wives.
2. Education should be an important way to promote democracy and equality, but in fact education replicates the original social relations and reproduces social inequality.
Merton
Shibano Masayama
"The Negative Functions of Schools" According to Morton's Structural Function Theory
positive dominant function
eg: Examinations serve as a tool for teachers to evaluate students’ learning effects and strengthen students’ desire to learn.
forward stealth function
eg: The original purpose of the school's praise system and ritual activities such as morning meetings is only to help students distinguish right from wrong, but it may also have unforeseen by-products such as enhancing students' sense of belonging to the school and promoting group integration.
negative dominant function
eg: As a value pursuit, school education tries its best to avoid the function of education from the beginning. However, various bad behaviors or deviant behaviors are caused by the anti-school and anti-teacher subculture of the student group.
Negative stealth function
eg: Teachers evaluating students solely based on test scores will lead to students developing a nerdy achievement-centered bias.
According to nature
keep
Inheritance - repetition - immutability
transcend
Innovation-change-change
The function of education is determined by the structure of education
Characteristics of educational functions
objectivity
Sociality
Diversity
Wholeness
conditionality
concept
The function of education refers to the various influences and effects that educators have on the individual development and social development of educated people through educational media in educational and teaching activities.
learn
The formation stage of educational function
1. Establishment of educational functional orientation
2. The occurrence of educational functional actions
3 The generation of direct results of educational functions
Education improves human status
1. Education enables people to discover their value
2. Education enables people to develop their potential
3. Education promotes the development of human strength. The development of mental strength can only be achieved through education, as well as physical strength.
4. Education promotes the development of human personality
Survival (the most basic), development (community and individuality), enjoyment (the highest)
The ontological function of modern education
1. Accelerate the physical and mental development and socialization process of the younger generation
2. Pass on and inherit human spiritual civilization
3. Choose experience and talent
The origin of education
The origin of mythology (religious mythology)
Status: The oldest view
Representative: Zhu Xi, religion
Viewpoint: Education is created by God/God (God) created man/God created
Evaluation: This view is wrong and unscientific
Theory of Biogenesis (Instinct generates interest)
Status: The first formally proposed theory of the origin of education, shifting from myth to scientific explanation
Representative figures: Litourno (France), Percy Neng (English), Thorndike
Viewpoint: Education comes entirely from the survival instinct of animals
Book: "Biological Evolution"
Evaluation: Its fundamental mistake is that it fails to grasp the purpose and social nature of human education
Theory of psychological origin (psychological imitation of Menglu)
Representative: Meng Lu
Viewpoint: Education originates from children’s unconscious imitation of adults in daily life
Evaluation: Negates the purpose and social nature of education
Similarity: Both deny the social and purposeful nature of education. Difference: Is there education in the animal kingdom (biogenesis thinks there is)
The theory of the origin of labor (Mikai loves labor)
Status: The labor origin theory of education provides a "golden key" to understand the origin and nature of education.
Representative figures: Midinsky, Kailov, Marx, Enckes
Viewpoint: It is believed that education originates from the unique productive labor of human beings
Evaluation: The most scientific theory of origins
Status: The labor origin theory of education provides a "golden key" to understand the origin and nature of education.
Former Soviet educator Baranov's "Pedagogy"
In order that the younger generation may not die in the struggle against the terrible power of nature, in order that man may not become a beast, the necessity of education arises.
Book: "The Role of Labor in the Transition from Ape to Man"
Theory of the origin of need (Xianjiang needs more)
Representative: Yang Xianjiang
Viewpoint: Education originates from the practical needs of social life in many aspects
The theory of the origin of dating (Ye Lan wants to date)
Representative figures: Ye Lan, Zhang Guangjun
Viewpoint: The form of education can only originate from interactions between people
theory of origin of life
Representative: Dewey
Viewpoint: Education originates from life
Supplement "life"
Adaptation to Life - Dewey
Preparation for Life—Spencer
Theory of Transforming Life - Tao Xingzhi
The origin of national culture
cultural education theory
Representatives: Dilthey Spranger Little
Viewpoint: Education serves culture
The development history of education
Primitive society (reeducation through labor)
education in nature
feature
1. Education is non-independent and is closely connected with social life and productive labor.
2. Education is spontaneous, universal (universal), extensive, non-hierarchical (equality) and classless. It is equal educational opportunity in the original state and only differs based on age, gender and division of labor.
3. Education is primitive—the educational content is simple and the educational method is single.
Educational methods: word-of-mouth and immersion (the earliest teaching method of mankind)
closely linked to religious rituals
religious
Totem worship
Ancient society (separation from reeducation through labor)
Schools emerged in ancient times
Conditions created by the school
surplus labor
social needs
the emergence of words
Basic conditions
Productivity provides the material basis
Separation of mental and physical work
The Creation of Words--Important Symbols
The emergence of state machinery--guarantee role/historical basis
A large accumulation of life knowledge
repair
School
School education has become the main form of education
The school has a distinct class and hierarchical character
Separation of school education and productive labor
The development of education is relatively slow
primary school
The earliest primary school in my country was born in the Shang/Yin and Zhou dynasties
The beginning of modern primary schools in my country--Zhengmeng Academy
my country's first public primary school--Nanyang Public School Foreign College
The earliest to stipulate primary schools in the form of law and the earliest to incorporate primary schools into education--Guimao schooling system
The first person to theoretically examine primary school education and university education as a unified process - Zhu Xi
Chinese universities
The first university or earliest institution of higher education in Chinese history—Jixia Academy
The first government university organized by the central government/the highest institution of learning in the Han Dynasty—Tai Xue
The earliest national university in modern China—Jingshi University Hall
School
The earliest school in my country - Xiang
The dynasty in which the earliest schools emerged—Xia
The earliest primary schools and universities—Yin Shang/Shang Dynasty
The oldest school in the world with recorded history - the Ancient Egyptian Palace School
Archaeological excavation of the world’s oldest school—the ancient Babylonian clay tablet bookstore
School education first emerged in slave society
Basic characteristics of education in slave society
class nature
Education is separated from productive labor
Tend to differentiation and knowledge
A complex structural system (academic system) has not yet been formed
Basic characteristics of education in feudal society
Hierarchy, autocracy, separation of labor and education
Common characteristics of ancient Eastern and Western education
class nature
Study in the government
Orthodoxy
Education content is to maintain rule
hierarchical
Six schools and two halls, nine grades of Zhongzheng system,
Different levels, different rights and treatment
Despotism
Strict teacher-student relationship
Stereotype
Teaching methods and learning methods, rote memorization
symbolic
Different levels, different status
streets etc.
Education is separated from productive labor
The first sign - the birth of the school
Started in: slave society
e.g.
Those who work hard govern others; those who work hard govern others.
Learning is valuable than anything else
Fan Chi asked Jia
A gentleman worries about morality but not about poverty
development path
Chinese education
Xia, Shang, Western Zhou, and Eastern Zhou were divided into two periods; the Spring and Autumn Period and Warring States unified the Qin and Han Dynasties; it was divided into three parts: Wei, Shu, and Wu, and the two Jin Dynasties were extended before and after; the Southern and Northern Dynasties stood side by side, and the Sui, Tang, and Five Dynasties were passed down; after the Song, Yuan, Ming, and Qing dynasties, the dynasty came to an end.
slave society
Xia and Shang - Western Zhou - Spring and Autumn Period
summer
School type: Xiang (archery), school (horse breeding)
business
School type: University, primary school (the earliest in my country), Xiang, Xu, Guzong (the earliest music education institution in my country)
Xia Shang education content
On the one hand, it attaches great importance to military training, focusing on shooting practice; on the other hand, it attaches great importance to religion, focusing on respecting heaven and ancestors.
Western Zhou Dynasty
types of school
Chinese Studies
royal capital
University
Son of Heaven - Piyong
Princes - Pan Palace
Content--Book of Ritual Music and Imperial Poetry
primary school
Liyue Sheyushu Shu—the earliest academic course
rural studies
place
by population
In ancient times, education consisted of private schools at home, private schools in the party, well-organized skills, and state-owned schools.
Educational content: Six Arts (rituals, music, archery, and number of books)
Center: Ritual and Music
Great Art: Ritual, Music, Shooting and Royalty
Xiaoyi: number of books
Moral Education/Morality: Etiquette
Sports: Shooting
Basic/Intellectual Education: Number of books
Status: my country’s earliest subject/sub-subject course, which is the main educational content of my country’s slave society
Educational characteristics
Learning is in the government, no distinction is made between officials and teachers, politics and education are integrated, and academics are governed by officials - class nature
educational purposes
Cultivate rulers with aristocratic political ethics and military skills
Educational examination system/teaching evaluation system
"Study Notes": Enrollment in recent years and school entrance exams in middle age. One year is regarded as a desire to leave scriptures and debates, three years is regarded as dedicated work and a group of people, five years is regarded as a erudite teacher, seven years is regarded as making friends through theory and theory, this is called a small success; nine years is regarded as understanding the class, being strong and not rebelling, it is called Dacheng.
repair
The ancient academic system in my country originated in the Western Zhou Dynasty, was formed in the Western Han Dynasty, and was completed in the Tang Dynasty.
The Six Arts originated in the Xia Dynasty, developed in the Shang Dynasty, and were finalized in the Western Zhou Dynasty
Teacher: Shi, Bao, Fu
spring and autumn
The decline of official education and the rise of private education
educational place
private education
Reasons for the decline of official education
The hereditary system caused the nobles not to pay attention to education
War, turmoil, decline of royal power
educational purposes
Cultivate talents with various goals and specifications to serve the interests of the landlord class
educational content
Political hot spots, moral thoughts, and new knowledge and skills of various schools of thought
Transfer of knowledge downward (popularization of education)
Prominent schools: Confucianism, Mohism
Secret knowledge: Taoism
The earliest private school founder--Confucius
Feudal society
Warring States - Western Han Dynasty - Wei and Jin Dynasties - Sui and Tang Dynasties - Song and Yuan Dynasties - Ming and Qing Dynasties
Warring States Period
Private schools flourished (Jixia Academy)
Nature: official education
Format: Officially held, privately hosted
Characteristics: academic freedom, generous treatment, discussion without treatment, respect for teachers, and contention of a hundred schools of thought
Status: An institution of higher learning that integrates lectures, writings, and talent cultivation
The birth of the first student code of conduct "Discipleship" - compiled by Guan Zhong
Explicit knowledge
Confucianism, Mohism
unique skill
Taoist
Status: The earliest public university in the world, founded by Duke Huan of Qi State in Linzi, Chengdu, a school chaired by Xunzi
Western Han Dynasty
educational place
official school
central official school
Taixue
Dong Zhongshu's Three Major Cultural and Educational Policies "Good Strategies for the Virtuous"
Depose hundreds of schools of thought and only respect Confucianism
Promote Taixue to nourish scholars
Pay attention to elections and appoint talents
Set up a sign
Recruiting disciples for Doctors of the Five Classics
Status: my country's first school with complete regulations, marking the formation of China's feudal education system/the highest institution of higher learning in the Han Dynasty
Hongdu Menxue
(Emperor Ling of the Eastern Han Dynasty)—the world’s earliest vocational school studying literature and art
Official residence study
local government studies
County Chinese Studies/Prefecture and County Studies (Emperor Jing of the Han Dynasty - Weng Weng started the study)
private education
Academy
Elementary school, basic education
Jingguan
Famous scholars give lectures
Scholar selection system
Inspectorate system (bottom-up)
Recruit people by virtue (exemplify filial piety and honesty)
Conquest system (top-down)
Select warriors and collect them from the emperor
Educational content: Confucian classics
Character: Dong Zhongshu "Deposed hundreds of schools of thought and only respected Confucianism"
Wei and Jin Dynasties
educational place
official school
No. 2 and No. 4
Second degree
Guozixue (established in the Western Jin Dynasty), Taixue
Hall 4
Confucianism Hall, Metaphysics Hall, Literature Hall, History Hall
Scholar selection system
Nine-grade Zhongzheng system (Cao Pi)
(Pick people based on family status) There are no poor families in the upper class, and there are no noble families in the lower class—hierarchy
representative figure
Yan Zhitui
"Yan's Family Instructions"--the first family textbook in feudal society
Sui and Tang Dynasties
educational place
Liuxue Building 2
six studies
Guozixue, Taixue, Four Schools, Legal Studies, Arithmetic, Calligraphy
Guozixue, Taixue, and Four Schools - equivalent to comprehensive universities, studying Confucian classics
Law, arithmetic, calligraphy - equivalent to a junior college
Second Hall
Chongwen Pavilion, Hongwen Pavilion
Characteristics: Political determination of educational rights; hierarchical; symbolic.
Scholar selection system
Imperial examination system (Emperor Yang of the Sui Dynasty established the Jinshi subject) 606-1905
Education content: Revitalize Confucianism and pay equal attention to the three religions (Confucianism, Taoism and Buddhism)
repair
The imperial examination system began in the Sui Dynasty and was formed in the Tang Dynasty
A complete official education system has been formed
The highest institution of higher education: Imperial College
Characteristics: Recruiting scholars through literature
Imperial examination system: 606 years
Sui Dynasty - Emperor Yang of Sui Dynasty - in the second year of Daye, the Jinshi Department was founded and the imperial examination system was formally established.
Tang Dynasty - During the reign of Wu Zetian, the first martial arts examination and palace examination/the martial arts examination system began in the Tang Dynasty
Song Dynasty-implemented the lock-in system, special examination, anonymous name system, transcription and recording, etc.
Ming and Qing Dynasties--Eight-legged essays to recruit scholars
Late Qing Dynasty--1905 The New Deal was abolished in late Qing Dynasty
Imperial Examination Process
College examination
Admitted as a scholar/student member
rural examination
Admitted as a Juren
The first one is Jieyuan
Will try
Admitted as a tribute scholar
The first one is Huiyuan
imperial examination
Admitted to Jinshi
The first one is the number one scholar
Second place on the list
The third place is Tanhua
Yuanxiang Hall-Xiuyuan, get together, guild, enter the hall
School system: Emperor Wen of Sui Dynasty: Guozi Temple; Emperor Yang of Sui Dynasty: Guozi Prison
Song and Yuan Dynasties
educational place
Academies are popular
The academies began in the Tang Dynasty, flourished in the Song Dynasty, and were formally formed in the Song Dynasty; the academies became official starting from the Yuan Dynasty, and were semi-official and semi-private.
Features: Academic freedom, student equality/student self-study
Logo: "Revelation of Bailudong Academy" by Zhu Xi
educational content
four books
"Great Learning", "The Doctrine of the Mean", "The Analects", "Mencius" (The Great Treatise in a Dream)
Five Classics
Poems, books, rituals, Yi, Spring and Autumn Period
Four Books and Five Classics/Cheng-Zhu Neo-Confucianism
Scholar selection system
imperial examination system
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Elementary school textbooks: "Three Character Classic", "Hundred Family Surnames", "Thousand Character Classic"
Four major academies in the world
Bailudong Academy; Yingtianfu Academy; Songyang Academy; Yuelu Academy
Six major academies
Bailudong Academy; Shigu Academy; Yingtianfu Academy; Songyang Academy; Yuelu Academy; Maoshan Academy
Ming and Qing Dynasties
educational place
central official school
Imperial College—Beginning in the Western Jin Dynasty
local government studies
educational content
Four Books and Five Classics (after the Ming Dynasty, eight-part essay became a fixed form of examination)
Ming Dynasty
Eight-part essay—marking the decline of education in feudal society—the Hundred-Day Reform abolished eight-part essay
Scholar selection system
Imperial Examination System (New Deal in the late Qing Dynasty in 1905-the Imperial Examination System was abolished)
ancient school type
official school
Beginning of Xia Dynasty; Western Zhou Dynasty: Guoxue Xiangxue; Tang Dynasty: Six Studies and Two Halls; Han Dynasty: Wen Wengxue; Ming Dynasty: Social Studies
private education
Homeschooling; private school; elementary education
Academy
educational content
slave society
six arts
Feudal society
Four Books and Five Classics
western education
Western slave society
Ancient India
educational content
brahmin education
Caste System
Brahmins (monks), Kshatriyas (warriors), Vaishyas (commoners), Sudras (slaves)
educational content
Vedas
educational place
Ancient Confucian School (family education-the predecessor of the student system)
class nature
Buddhist education
Teaching Buddhist scriptures in monasteries (reciting scriptures and studying their meanings)
Teacher: Monk
Ancient Egypt
types of school
palace school
oldest
monastic school
The highest institution of learning
official school
Scribes schools (most)
A scribe is proficient in writing and can write good books
Educational characteristics
Take monks as teachers and officials as teachers
Ancient Greece
athens
Educational purpose: to train politicians and businessmen
Education content: The earliest education in the West that formed the harmonious development of physical education, moral education, intellectual education, and aesthetic education.
Educational characteristics: Chongwen
Evaluation: various forms, high degree, despising women’s education
Management: both public and private
Method: Inspiration
Teacher status: lowly
Education form: Private educational institution
Sparta
Educational purpose: to train soldiers and warriors
Education content: physical training/pentathlon (running, jumping, wrestling, javelin, discus throwing)
Educational characteristics: martial arts
Evaluation: Single form, low level, emphasis on women’s education
Management: National Unity
Method: strict
Teacher status: high
Educational form: National educational institution
ancient rome
bilingual education
Greek school
secondary education grammar school
latin school
Rhetoric school of higher education
linked to the dual-track system
educational place
Family education is the main form
educational purposes
Cultivate orators
Quintilian
Book: "On the Education of Orators" - the first Western book on educational issues
Learning process: imitation-theory-practice
He proposed divided teaching, which was the bud of the class teaching system.
Cicero
"On the Orators"
Western European Middle Ages
church education
monastic school
cathedral school
Seven Arts
Three subjects: grammar, rhetoric, and dialectics—proposed by the Sophist School
The Four Sciences: Arithmetic, Geometry, Astronomy, and Music - proposed by Plato
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Arithmetic, Geometry, and Astronomy were proposed by Socrates
Diocesan school (Parish school)
secular education
palace education
Knight Education (Special Family Education)
Seven skills
Horse riding, swimming, fencing, hunting, throwing spears, playing chess, and reciting poetry (Ma Yongjian is a shotgun knight)
Modern society (reeducation through labor)
Education in modern society/Education in capitalist society (16th-19th centuries)
Features (French ceremony academic system)
1. The state has strengthened its emphasis on and intervention in education, and the rise of public education has
2. Universal implementation of compulsory primary education
The first country in the world to popularize compulsory education-Germany (Prussia)
The first person to propose the concept of compulsory education-Martin Luther
Compulsory education begins in primary school
Universal compulsory education begins with: Capitalist society
3. Secularization of education
Separate from religion, combine education with labor
5. Academic system - dual-track system appears
4. Legalization of education
Teaching by law
educational development
China
Westernization Movement Period
Time: 1860s-1890s
education doctrine
Chinese learning is the body, Western learning is the practice (Chinese body is the body, Western learning is the practice)
Development: First proposed by Feng Guifen (1861 "Xixue Caiyi"), Zhang Zhidong's "Encouragement to Learning" systematically discussed
educational content
Western politics, Western arts (Western science and technology), Western history
Establish a new school
Foreign Language School—Jingshi Tongwen Hall (1862)
Status: The first official school in modern times, the beginning of new education in modern China; the beginning of semi-colonial and semi-feudal education in China, and the earliest use of the class teaching system in China
Industrial Technology School—Fujian Shipbuilding School—The longest duration
Military Academy—Tianjin Naval Academy
Study abroad education, translated books
Restoration Movement Period
1898.6.11 (1898 Reform, Hundred Days Reform)
School
Pay attention to Western learning
Tingmu Thatched Cottage (the earliest reform school)—Kang Youwei
Capital University
Time: 1898 (predecessor of Peking University)
The earliest national university in modern China/the highest educational administrative agency/the highest institution of higher education in the country at that time
Nanyang Public School
Time: 1897
figure
Sheng Xuanhuai
Normal College—the earliest normal school
Waiyuan—the earliest public primary school
measure
Abolition of stereotyped writing and reform of imperial examinations; promotion of Western learning; founding of the Capital University
representative figure
Kang Youwei
Liang Qichao
Normal education: "Translation of Reform" - the first discussion of women's studies and the earliest discussion of normal education
Children’s Education: Proposing “Interesting Teaching”—the Pioneer of Modern Chinese Aesthetic Education
Promote the establishment of the first girls' school - a serious girls' school
Yan Fu
Concept of culture and education: advocating the unity of body and function (opposed to Zhang Zhidong)
Three educations (morality, intelligence, and physical education)-encouraging people's strength, opening up people's wisdom, and new people's morality
VS
Wang Guowei—the earliest four educations (morality, intelligence, physical beauty)
Cai Yuanpei—Wuyu
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Expanded "Western Studies": Western Politics, Western History, Western Arts and Western Literature
Late Qing Dynasty and New Deal period
The establishment of the academic system in the late Qing Dynasty (Renyin academic system, Guimao academic system)
Abolition of the imperial examination and establishment of schools (1905.9) - marking the establishment of the modern academic system
Reform the educational administration system (Guimao academic system)
Set educational objectives
Loyalty to the emperor, respect for Confucius, admiration for work, admiration for martial arts, and admiration for practicality - Guimao academic system
The rise of overseas education
Representative figure of modern education
Cai Yuanpei (Cai Wuyu)
Status: Mao Zedong praised him as "a leader in academic circles and a role model in the world"
View
Five educations at the same time (you are a gourmet master)
Military and National Education (Physical Education)
Purpose: Enhance physical fitness
Realistic education (intellectual education)
Civic Moral Education (Moral Education)
Status: core
worldview education
Status: Highest performance/realm
Aesthetic Education (Aesthetic Education)
Theoretical basis: Kant--the dualistic theory of mind and matter
Role: intermediary/bridge
Function: Super aesthetic education function
For the first time, aesthetic education was included in the educational policy, “replacing religion with aesthetic education”
Status/Significance:
auxiliary civic ethics
Ways to realize worldview education
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The west
The first person in the world to propose the concept of "aesthetic education" - Schiller's Letters on Aesthetic Education
China
The first person to put forward the idea of aesthetic education--Confucius
Our country was the first to put forward the term "aesthetic education" and compare aesthetic education with moral, intellectual and physical education - Wang Guowei's "On the Purpose of Education"
Our country was the first to incorporate aesthetic education into its education policy, and listed aesthetic education, moral education, intellectual education, and physical education as four educations in its education policy - Cai Yuanpei's "Opinions on New Education"
The ultimate goal: to develop a sound personality among the people of the Republic
Reform Peking University
1. Adhere to the purpose and change the school spirit (change the school spirit)
Teachers and students are interested in studying books
A great scholar, a person who studies profound knowledge
2. Implement the school-running principle of “freedom of thought and inclusiveness” (love freedom)
Great scholars, a great institution, a school that has many schools
3. Professors run the school and manage democratically (find professors)
4.Reform of disciplines and teaching system (reform of system)
Change the idea of "lighting studies but emphasizing skills" (learning is the foundation and skills are the branches), changing the grade system to the elective system and the credit system
Educational independence
Independent education funding
Educational administrative independence
Educational academic and content independence
Education should be separated from religion and replace religion with aesthetic education
Guiding ideological independence
Educational methods: rather than abiding by the law, it is better to be natural; rather than seeking uniformity, it is better to be individual.
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1. Cai Yuanpei formulated the first decree on higher education in modern China - the "University Order"
2. Promulgated the "Renzi Guichou Academic System"
The founder of China's capitalist education system--Renzi Guichou
Pay attention to cultivating a complete personality
Tao Xingzhi (Tao Shengsheng)
Position: Father of rural early childhood education
The first rural kindergarten—Tao Xingzhi—Nanjing Yanziji Kindergarten
educational practice
Artistic Friendship System - Both Teacher and Friend
1927 - Founded Xiaozhuang Normal University - explored a new model of rural normal education and established the idea of "life is education"
Effective model for teacher training
Primary school system
1932—The Shanhai Engineering Group was founded
Core: Immediately Know and Immediately Transmit
Essence: teacher-student interaction
Purpose: popularize education
Known as "farmer's skills, scientific mind"
The primary school student system is similar to the tutoring system. The country where the tutoring system first appeared is the United Kingdom.
Founded Yucai School
life education theory
Life is Education (Core)
ontology
Life determines education, and education can transform life - the theory of transforming life
society is school
important proposition
Place theory/field theory/scope theory
Teaching and doing as one
Methodology/Pedagogy
Doing is the core, learn first and then teach
evaluate
Mao Zedong praised him as "a great people's educator"
Song Qingling praised him as "a teacher to all generations"
Zhou Enlai "a non-Party Bolshevik who followed the Party without reservation"
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four spirits
The spirit of great love: “Love fills the world”
Dedication spirit: "Come with a heart and leave without any grass."
Creative spirit: "Dare to explore new principles that have not been invented, dare to enter uncivilized frontiers
The spirit of truth-seeking: "Thousands of teachings teach people to seek the truth, and they learn a lot to learn to be a real person."
saying
1. A good teacher does not teach or teach students, but teaches students to learn.
2. The two greatest teachers in our lives—one is a common person and the other is a child
3. Action is Laozi, knowledge is son, and creation is grandson.
4. There is Watt under your pointer and Newton in your cold eyes.
5. Seek equality at the base and seek freedom at the exit.
6. When you are born, you are broken, and when you enter the coffin, you graduate.
7. Grafting is like grafting
8. A teacher should not specialize in teaching, his responsibility is to teach people how to behave; students should not specialize in studying, his responsibility is to learn the way of life
9. Everyone says that children are small, but people are very careful. If you look down on children, you will be even smaller than children.
Chen Heqin (Chen Youqin)
Status: Father of Chinese preschool education/Father of Chinese preschool education/China’s Froebel
living education
Purpose: to be a human being, to be Chinese, to be a modern Chinese
Curriculum theory:
(Five Finger Education/Five Finger Activities) Health, Society, Science, Art, Literature - Holistic
Taking nature and the big society as the starting point
teaching method
Teach by doing, learn by doing, seek progress by doing
Steps (October works)
Experimental observation—reading and thinking—creation and publication—criticism and discussion
Teaching principles
Whatever children can do, they should be taught to do it themselves
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my country's earliest kindergarten education experimental center - Chen Heqin - Nanjing Drum Tower Kindergarten (China's first kindergarten) in 1923
Teaching method: my country is the first to use diary description method (child biography method)
The world's earliest use of diary description - Pestalozzi
The father of early childhood education in the world--Froebel
The Mother of Early Childhood Education in the World--Montessori
Huang Yanpei (Huang Qocao)
Status: Father of Vocational Education
Genre: Vocational Education
Purpose of education: to make the unemployed have a job and to make the unemployed happy with their job
Education policy: socialization, science
Requirements: Professional ethics education—dedication and dedication
Teaching principles: Advocate the use of both hands and brain, integrating doing and learning
View
Great vocational educationism
Germination 1917
1917 "Declaration of Chinese Vocational Education"
Policy: socialization, science
Purpose: 3 preparation (for individuals, for society, for the world)
1920—1925
Requirements: Professional ethics education—dedication and dedication
Purpose of education: to make the unemployed have a job and to make the unemployed happy with their job
Explore the internal laws of vocational education
after 1925
Great vocational education
Exploring the external laws of vocational education—vocational education and the external environment
Liang Shuming (Liangcun Village)
Status: Symbol of Cultural China/The Last Confucian
Genre: Rural Education
View
China Problem: Cultural Imbalance
Rural construction: create new culture and revitalize old rural areas
Measures: Shandong Rural Construction Research Institute-Zou Ping
Yan Yangchu (Yan Minmin)
Status: The father of international civilian education/one of the top ten great people with the most revolutionary contributions in contemporary China
Genre: Civilian Education
View
Four major education
Literary education to attack stupidity
Livelihood Education to Fight Poverty
Health education is weak
Civic education for private purposes
Three major methods: school-based education, social education, and family-based education
civilian education
If you want to "become a peasant", you must first be "peasantized"
Xu Teli
Advocacy: Confucianism, teacher-teacher unity
evaluate
Mao Zedong praised the "strong old soldier" for "revolution first", "work first, others first"
Zhou Enlai praised "the light of the people and the glory of our party"
The Party Central Committee commented that "I am never tired of learning about myself and never tire of teaching others." "China's outstanding revolutionary educator"
The west
Renaissance
humanistic education
figure
Victorino, Erasmus, Rabelais, Montaigne
feature
humanism, classicism, secularity, religion, aristocracy
Educational purpose: Oppose monk education and focus on the harmonious development of body and mind
Training target: Emphasis on respect and love for children
Curriculum: Against God, Promoting the Humanities
Teaching methods: Use old things with new ones
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Italy
Virgilio
Be the first to express Renaissance educational ethics
The content learned is suitable for students’ hobbies and ages
Victorino
Founded the "Happy House" Palace School
Nordic
Erasmus
The first official use of the word "class" in the 16th century
Spain
Vivs
"The Theory of Knowledge" has been hailed as "the most thorough educational book of the Renaissance"
Germany
Maximilian·
"The Emperor of the Humanists"
France
Rabelais
"The Legend of Giants"
Montaigne
"On Academic Spirit" and "On Children's Education"
Reformation period
protestant education
Lutheran
Representative: Martin Luther
The first person to propose the concept of compulsory education - Martin Luther (Germany)
Features: Putting the church under the power of the state to run education
Calvinists
Representative: Calvin
Status: Father of Universal Education/Founder of Free Schools
Essence: The essence of education is religious virtue
Anglicanism
Features: The power of the state and the church are equal and consistent
Claim: Gentleman’s Education
The state promotes nine-year compulsory education
catholic education
Representative: Jesuits
View
The establishment of education is regarded as a means to achieve its political and religious goals. It concentrates its efforts on secondary education and higher education without paying attention to primary education.
Education in major European and American countries in the 19th century
Germany
"Elementary Compulsory Education Law" - Guaranteeing Primary Education
France
The Ferry Act of 1881 and 1882 established the three principles of compulsory, free and secular education for the nation.
U.K.
In 1870, the Primary Education Act (Foster Act) formally formed British primary national education.
USA
In 1852, Massachusetts was the first state to enact compulsory education law; Herasman, the father of American public school education
Modern society (reeducation through labor)
Characteristics of modern school educators (knowing sows)
sociality, purpose, subjectivity
modern education
Characteristics of modern education (for all Chinese engineering students)
Productive, public, scientific, futuristic, revolutionary, international, lifelong
details
The productivity of education continues to increase, and education and productive labor move from separation to integration
The publicity, universality, and diversity of education are becoming increasingly prominent
The scientific level of education is increasing day by day
Characteristics of educational reform and development in the late 20th century (National People's Congress, Xinkeqiu)
democratization of education
Available to everyone
democratization of education
Denial of hierarchical, privileged and authoritarian education
liberalization of education
Equal educational opportunities: starting point, process, results
Diversity in Education
Objectives, form, management, content, standards, etc.
Modernizing Educational Technology
The core/key of educational modernization is the modernization of teacher quality
The highest goal of educational modernization is to realize human modernization
lifelong education
Education informatization
Education is scientific
globalization of education
The development trend of modern educationJ
1. Cultivating all-round development of people is moving from ideal to practice.
2. The combination of education and productive labor has become one of the laws of modern education
3. Educational democratization develops in depth
The beginning of popularization of education
The promulgation of the slogan "Equal Educational Opportunities"
The formation of educational legalization
The quality and level of educational democratization continue to improve
4. Humanities education and science education go hand in hand
5. Education is popularized and institutionalized, and education forms are diversified.
6. Lifelong education has become a vital and inspiring educational concept in modern education.
7. Achieving educational modernization is the common pursuit of education in all countries
Educational modernization performance
Education should adapt to the development needs of modern society for talents as much as possible
Make adjustments according to the general requirements of the social modernization development process
Establishing and forming modern educational concepts is an important prerequisite for ensuring the realization of educational modernization. The modernization of teacher quality is the core of educational modernization. The highest purpose of educational modernization is to realize the modernization of people.
lifelong education
Definition: Refers to the fact that people should and need to receive various education and training throughout their lives
essential characteristics
A form of education that runs through life and has the malleability of time
The educational process includes all existing educational forms. It is not a single or pure educational form, but more of an educational concept and theory.
meaning/status
The most influential, widely disseminated and most vital educational trend in contemporary international society is lifelong education.
Classification
formal education
Characteristics: Purposeful, organized, planned
Classification
Formal education: schooling
Non-formal education: other than school education, self-study tutoring, training courses
informal education
Characteristics: Unorganized, unsystematic, sometimes even unconscious
eg: reading, reading newspapers, etc.
Features
Lifelong (biggest feature)
Nationality (democracy and universality)
variety of forms
extensiveness, autonomy
flexibility, practicality
Related ancient texts
When you are born, you are broken, and when you enter the coffin, you are considered a graduate.
My life also has a limit but I know it has no limit (Zhuangzi)
book
1919 Report: A symbol of the rise of modern lifelong education thought
1929 (UK) Yerkesley's "Lifelong Education" - the world's first monograph on lifelong education (religious color)
1970 (France) Paul Langland's "On Lifelong Education" - the first person to systematically discuss lifelong thinking, status: the father of lifelong education
In 1972, Edgar Faure put forward the concepts of learning society and lifelong education in "Learning to Survive and Educating the World Today and Tomorrow"
In 1975, Dave (Germany) summarized lifelong education into 20 items based on discussions on lifelong education in various countries around the world.
1. The concept of "lifelong education" is based on the three basic terms of "life, lifelong, and education". Their interpretation basically determines the scope and meaning of lifelong education.
2 Education does not end at the end of formal schooling. It is a lifelong process.
3. Lifelong education is not limited to adult education. It includes and unifies education at all stages and views education comprehensively.
4. Lifelong education includes both formal education, non-formal education and informal education
5. The family plays a decisive role in the early stage of the lifelong education process, and family learning runs throughout a person’s life.
6. Local society also plays an important role in the lifelong education system, which begins when children come into contact with it
7 Educational institutions such as primary and secondary schools, universities and training centers are a type of lifelong education institutions
8. Lifelong education is a vertical aspect that seeks the continuity and consistency of education.
9. Lifelong education seeks the integration of education from the horizontal aspects
10. Lifelong education is the opposite of top-notch education and is universal. It advocates the democratization of education.
11. Characteristics of lifelong education: flexibility and diversity in terms of learning content, means, technology and time.
12. Lifelong education provides the educated with a variety of educational methods and methods to choose from.
13. There are two areas of lifelong education, namely general education and professional education.
14. Lifelong education is a vivid and powerful discussion of education. It enables people to adapt to new developments and change learning content and learning techniques on their own.
15. Realize the adaptive and revolutionary functions of individuals or society through lifelong education
16. Lifelong education implements the function of correction to overcome the characteristics of the current education system
17. The ultimate goal of lifelong education is to maintain and improve the quality of life
18. Three main prerequisites for the implementation of lifelong education
provide appropriate opportunities
Enhance learning opportunities
Improve learning ability
19. Lifelong education is the principle that organizes all education
20. In terms of implementation, lifelong education provides a complete system for all education
In 1996, UNESCO's "Education - Where the Wealth Contains" proposed the "four pillars" of lifelong education, which are also the symbols of the final formation of lifelong education.
four pillars
Learn to recognize
learn to do things
learn to survive
learn to live together
The emergence and development of pedagogy
Overview of Pedagogy
Education and its research objects
Overview of Pedagogy
Pedagogy is a science that studies educational phenomena and educational issues and reveals the laws of education.
Fundamental mission: reveal the laws of education (the connection between education and society/human development)
Research object: Educational issues (intrinsic motivation) Educational laws
Two basic laws: education and human development and education and social development
The relationship between pedagogy and educational principles and policies, educational practical experience and educational science
Pedagogy is not equal to educational principles and policies
Pedagogy is not equal to educational practical experience
Pedagogy is the basic subject of the huge educational science system (the relationship between the part and the whole)
The value and significance of educational research
Beyond the everyday educational experience
Scientific explanation of educational issues
Communication Education Theory and Practice
The development history of pedagogy
The embryonic stage of pedagogy
Features
In its embryonic stage, pedagogy has not yet been separated from philosophy, ethics, and politics to form an independent discipline. It only presents sporadic educational thoughts and educational viewpoints (experiences, customs, papers)
China
Confucius
Position: Holy Master
Core of thought: "Benevolence" and "Li" Benevolence is the highest moral standard
Educational function/role
social function
Shu (labor force), wealth (productivity), education (education)--the three conditions for the development of a country
The earliest discussion of the relationship between education and economy
Individual functions: similar in sex, but far apart in habits
Theory of Human Nature
Similar in nature, but far apart in habits
theory of three qualities of sex
Only superior knowledge and inferior ignorance remain unchanged
Those who know when they are born are the best; those who know through learning are the middle; those who are tired and learn are the second best; those who are tired and do not learn are the worst.
The wisest, the middle-aged, the foolish
Educational objects
Education without distinction
Equality of education/equality of starting point (against class nature, reflecting a certain degree of fairness, not absolute fairness)
eg: If you can do more than self-cultivation, I may not have no teachings.
educational purposes
Those who excel in learning will become officials (cultivating gentlemen with both political integrity and talent—cultivating political gentlemen with both talent and political integrity from among the common people)
The standard of a gentleman: aspire to Tao, base on virtue, rely on benevolence, and indulge in art.
The three qualities of a gentleman: a benevolent man does not worry, a knowledgeable man does not confuse, and a brave man does not fear
educational content
Learning content: Wen (Six Classics: Poems, Books, Rites, Changes, Music, Spring and Autumn Period), loyalty, conduct, and trustworthiness
Characteristics: Emphasis on social and personnel affairs; Emphasis on personnel and despise military affairs; Despise science and technology and production labor
learning process
Combining study, thought (practice) and action
Learning without thinking is a waste, thinking without learning is peril
Teacher's ethics
Be tireless in learning, tireless in teaching, review the past to learn new things, and lead by example.
teaching method
inspiring teaching
Confucius was the first educator in the world to use inspiring teaching
Don’t be angry or angry, don’t be angry and don’t be angry, don’t criticize one corner by repeating three.
The angry person: the person who seeks to understand the meaning but does not get it; the enlightened person: opens the meaning
The shy person: the appearance of speaking but unable to speak; the arrogant person: expressing the words
Zhu Xi's Notes
Teaching students in accordance with their aptitude
Hearing this, he acted like this: He retreated when seeking, so he advanced, and he retreated because he was seeking others.
Review the past and learn the new
Learn and practice from time to time, review the old and learn the new
Combining learning, thinking and doing
Learning without thinking is a waste, thinking without learning is peril
step by step
Follow the guidance and teach me well with literature
Teaching principles
Diversion principle
Master is always good at seducing me. He persuades me with words and invites me with courtesy. He can't stop.
The principle of unity of knowledge and action
At first I was with people, listening to their words and trusting their actions. Now I am with people, listening to their words and watching their actions.
A gentleman will always violate benevolence, make mistakes, and make mistakes.
role model
If his body is upright, he will act without being told; if his body is not upright, he will not follow orders even though he is told.
moral education
Determined, self-denial, moderation, correction, practice
Mencius
The earliest person to use "teaching" and "education" together - "Mencius: Devoting Your Heart"
Theory of Human Nature
The theory of good nature/theory of inner development
Benevolence, justice, etiquette and wisdom are not imposed on me from outside, they are inherent in me.
The role of education is to expand good practices
Humanity expresses four hearts
Compassion is the essence of benevolence;
The heart of respect and courtesy
The heart of shame is the root of righteousness
The heart of right and wrong, the root of wisdom
What a person can do without learning is his good ability; what he knows without worrying about it is his good knowledge.
educational purposes
Ming human ethics
Father and son are related, monarch and ministers are righteous, husband and wife are distinguished, elders and young are in order, friends have trust
The ideal personality of a man
Ways to cultivate your inner self: maintain your will and nourish your Qi, move your mind and forbearance, cultivate your mind with your heart, and seek others from yourself instead.
Characteristics: Wealth and honor cannot lead to adultery, poverty and lowliness cannot move, and power cannot yield.
Educational methods
Self-satisfied with further study
A gentleman studies the Tao further, hoping to achieve it by himself
Yingke enters
Running water is a thing, and it cannot be done without Yingke - the principle of gradual and orderly progress
concentrate
Those who are not attentive will not succeed
Teach students in accordance with their aptitude/teach many skills
There are five reasons for a gentleman to teach: there are those who are transformed by the rain sometimes, those who are virtuous, those who are enlightened, those who answer questions, and those who are private and virtuous.
educational role
social function
The people are the most valuable, the country is the second most important thing, and the king is the most important thing.
individual function
There is no other way to learn, just ask for peace of mind
Replenish goodness/expand goodness
Social division of labor and education
Those who work hard will govern others, those who work hard will govern others - separation of labor and education
About teaching
Conscience is inherent in me
Get the world's talents and educate them
Those who work hard govern others; those who work hard govern others.
Yingke lags behind
Therefore, heaven will confer great responsibilities on this people.
VS
Mencius VS Dong Zhongshu
Mencius
Five ethics: father and son are related, monarch and ministers are righteous, husband and wife are distinguished, elders and young are orderly, friends are trustworthy
Four ends: benevolence, justice, propriety and wisdom
Dong Zhongshu
Three Cardinal Guidelines: The king guides his subjects, the father guides his sons, and the husband guides his wife.
Wuchang: benevolence, justice, propriety, wisdom and trust
Mencius VS Wang Shouren
Mencius
What a person can do without learning is his good ability; what he knows without worrying about it is his good knowledge.
Wang Shouren
Conscience is the law of heaven, and the heart is the law
Xunzi
The earliest to use "Tao" and "De" together/the earliest to propose the word "morality"
Theory of human nature (theory of evil nature)
The Theory of Evil Nature - The nature of human beings today is to love benefits and follow the right path, so they strive for life and refuse to give in and perish.
Human nature is evil, and the good ones are fake
The theory of evil nature - the theory of external sparkle - the role of education in "turning nature into false"
educational role
"The nature becomes false"
educational purposes
Cultivate great scholars
Confucianism
Memorize, just know that you can’t use it
Yaru
I’ve never seen De, so I don’t know.
Great Confucian
Be erudite in understanding the past and the present/extensive knowledge, able to predict the unknown based on the known (use the shallow to hold the thin, the past to hold the present, the one to hold the ten thousand)
Educational methods
Hear – See – Know – Act
Not hearing it is worse than hearing it, hearing it is worse than seeing it - the principle of intuition
Knowing is not as good as knowing it, and learning stops when it is practiced - the principle of unity of knowledge and practice
Pay attention to teachers
Status: Master of the Lord of Heaven and Earth/Master Yun Yiyun
Teacher role
If a country is going to prosper, it must respect its master and value its master; if it values its master and its master, then the law will remain.
condition
Afraid of dignity
Senior Ai Youxin
It is said that if there is no mausoleum, there will be no crime.
Talking about it in detail
Can be a teacher
Pay attention to students
Green comes from blue and green comes from blue
Pay attention to the environment
The sons of Qian, Yue, Yi, and Luo were born with the same voice, grew up with different customs, and were taught to do so.
The fluffy hemp grows upright without support; the white sand grows black in the nirvana.
Therefore, a gentleman must choose a hometown when he lives, and when he travels, he must find scholars.
About teaching
Xunzi's "Encouraging Learning"
Therefore, if you do not accumulate steps, you cannot reach a thousand miles; if you do not accumulate small streams, you cannot reach a river or sea.
Therefore, learning only ends with etiquette. This is called the ultimate level of morality.
The learning of a gentleman enters the ears, sticks to the heart, spreads throughout the four bodies, and takes the shape of movement and stillness.
Teaching principles
step by step principle
Therefore, if you do not accumulate steps, you cannot reach a thousand miles; if you do not accumulate small streams, you cannot reach a river or sea.
intuitiveness principle
Hearing it but not seeing it, even though he is knowledgeable, he will be wrong
The principle of unity of knowledge and action/the principle of integrating theory with practice
Mozi
Theory of Human Nature
Susi theory of human nature
If it is dyed green, it will be green; if it is dyed yellow, it will be yellow.
Status: Science Saint
theory of external sparkle
educational role
Universal love, non-aggression
educational purposes
Cultivate "concurrent scholars" or "sages"
three standards
Proficient in Taoism, knowledgeable in debate, and profound in virtue
educational content
politics and ethics
Literature and history
Science & Technology
Mathematics: The definition of a circle is "one center and the same length"
Optics: small hole imaging—light travels in straight lines
Logical thinking, practical ability
thinking ability
The three-table method: "The above is based on the things of the ancient sage kings", "The bottom is based on the facts of the people's ears and eyes", and "The benefits of the people of the country and the people are observed"
Three tables method (judging whether a point of view is correct)
The origins of the ancients, things of the Holy Kings - historical experience
Go down to the original place to observe the reality of the people’s ears and eyes—people’s experiences
China's country, the interests of the people - social practice
Educational methods
Initiative, creation, practice, ability
Active: If you don’t knock, you will sing.
Creation: telling and making
within one's ability
Deeper than deeper, shallower than shallower
A wise man must do what he can to the best of his ability
The first person to put forward the idea of measuring one's ability - Mozi
know personally, know by hearing, know by speaking
Personal knowledge - personal experience
Hear and know - hear and hear
Telling knowledge - reasoning
Taoist
Characters: Laozi (founder), Zhuangzi (really became a school of thought)
Advocacy: "excellent learning" and "fooling the people"
Tao follows nature and governs by doing nothing
Cultivate superior scholars or hidden gentlemen, and oppose Confucian etiquette
Theory of Cultural Degeneration/Theory of Return of Human Nature/Theory of Absolute Saint and Abandonment of Wisdom
Legalism
Summarize
Theory of Human Nature
Confucius
Only the superior knowledge and inferior ignorance are the same; they are similar in nature but far apart in habits; the superior knowledge is the middle person and the inferior ignorance
Mencius
theory of good nature
Xunzi
Theory of evil nature
Mozi
The plain silk of human nature says: If you dye it green, you will become green. If you dye it yellow, you will become yellow.
educational purposes
Confucius
Cultivate gentlemen with both ability and political integrity
Mencius
The ideal personality of a man
Xunzi
Cultivate great scholars
Mozi
Cultivate "concurrent scholars" or "sages"
educational content
Confucius
Wen, Zhong, Xing, Xin
Mozi
technology, thinking
Educational methods
Confucius
Inspiration and induction; teaching students in accordance with their aptitude
Mencius
Yingke lags behind
Mozi
Take the initiative, create, practice, and do what you can; teach from top to bottom
educational process
Confucius
Combining learning, thinking and doing
Xunzi
Hear, see, know, act
Mozi
know personally, know by hearing, know by speaking
"University"
Author: Zeng Zi
Introduction
From the "Book of Rites", a Confucian treatise on "The Way of the University", later included in the "Four Books"
central idea
Three Programs
The way of "Great Learning" lies in showing clear virtue, being close to the people, and striving for perfection.
eight entries
Investigate things, seek knowledge, be sincere, have a correct mind, cultivate oneself, manage the family, govern the country, and bring peace to the world.
"Moderate"
Author: Descendants of Confucius—Zisi
Introduction
From "Book of Rites", written by Zisi, one of the four books
The highest moral standard: moderation
Two ways to improve
Sincerity, respect for virtue, sincerity, Taoism and learning
learning process
Learn it extensively, interrogate it, think it over carefully, discern it clearly, and practice it sincerely
Unification of knowledge and action
Being eager to learn is close to knowledge, practicing hard is close to benevolence, and being aware of shame is close to courage.
sex and education
The destiny of heaven is called nature, the will of nature is called Tao, and the practice of Tao is called teaching.
Be prepared
Forewarned is forearmed, without prejudging the waste
Zhu Xi
Introduction
A Neo-Confucian in the Southern Song Dynasty, he compiled the "Collected Annotations of the Four Books" (Collected Annotations of the Four Books, The Doctrine of the Mean, The Analects of Confucius, and Annotations of Mencius).
Thought
Theory of human nature: the nature of destiny, the nature of temperament
educational purposes
Preserve heaven's principles and destroy human desires
On the Ming Dynasty - Mencius proposed Zhu Xi's promotion
educational principles
Teaching students in accordance with their aptitude
Master teaches, each according to his or her own talent
step by step
Read it step by step and think deeply
If you don’t get what you have before, you won’t dare to ask for what is behind you.
First teach the small ones who are close and then teach the big ones who are far away
heuristic principle
The angry person: the person who seeks to understand the meaning but does not get it; the enlightened person: opens the meaning
The shy person: the appearance of speaking but unable to speak; the arrogant person: expressing the words
educational stage
Elementary school: teaching
1. Think first and teach early
2. Vivid image and stimulate interest
3. "Instructions" and "Principles" to cultivate moral habits
University: Catechism (Four Books and Five Classics)
Teaching principles
Automatic and timely inspiration
Work hard and review old habits
Teaching people to be orderly is indescribable
The combination of solo erudition and specialization
For the first time, primary school and university are considered from a theoretical perspective as a unified process.
Zhu Xi's Reading Method
step by step
Read carefully and think carefully
Be open-minded and ponder (chew again and again, ponder carefully)
Personal experience
Tighten and exert force
Stay respectful and uphold your ambition (the most important, the most critical)
moral education methods
Determine, respect, preserve, reflect, and practice
propose courses
Loose deadlines, stick to courses, start small courses, and put in a lot of effort—close to modern courses
Wang Shouren/Wang Yangming
Introduction
Wang Shouren (Wang Yangming), also known as Bo'an, was an educator in the mid-Ming Dynasty.
Thought
Human nature says: The heart is the principle (conscience is the principle of heaven), it is innate, and it will be learned on its own without being taught.
ideological core
To conscience (the essence of the heart)
source
"Mencius": He who knows everything without worrying about it is also a conscience
"University": Studying things to gain knowledge
Children's Education/Teaching Principles
Comply with children's temperament and "follow the person's limitations"; teach according to one's ability (teach students in accordance with their aptitude, step by step)
Most children's joyful play is like the germination of grass and trees.
educational role
Learn to get rid of obscurity, clarify your mind, and develop a conscience
repair
Pay attention to the unity of knowledge and action
Knowledge is the beginning of action, action is the completion of knowledge
Seeking the original intention (independent thinking)
The value of learning is sought in the heart, but even though what he said came from Confucius, he did not dare to take it seriously.
Dong Zhongshu
Introduction
Confucius in Han Dynasty
The Third Product of Sex "Spring and Autumn Fan Lu"
nature of saint
The nature of the Chinese people
The nature of fighting
Three Major Cultural and Educational Policies "Good Strategies for the Virtuous"
Depose hundreds of schools of thought and only respect Confucianism
Promote Taixue (the first fully regulated school) to educate scholars
Pay attention to elections and appoint talents
Moral Education Core
three cardinal principles
The king is the guide for the ministers, the father is the guide for the son, and the husband is the guide for the wife.
Wuchang
benevolence, justice, propriety, wisdom and trust
Wang Chong
The book "Lunheng"
Theory of Human Nature
positive, casual, adversity
Talent division
Literary official, Confucian scholar, general person, literati, great scholar
Training objectives
Hongru
On learning
Learning and hearing, thinking and seeking retreat (asking questions and distance from teachers) - independent thinking
method
Apply exhaustion
repair
Writing a book: taking the lead in cultivating creative talents
Yan Zhitui
Introduction
Northern and Southern Dynasties - Sui Dynasty
book
"Yan Family Instructions" - the first family textbook in feudal society
status
The most erudite and thoughtful scholar
educational purposes
Scholar-official education/talents for governing the country (scholar-officials)
educational content
Morality, art (extensive knowledge/learning)
study method
Study diligently, learn from each other, and learn with your eyes (study and study in person)
children education
Teach early and be strict and compassionate (the principle of combining respect, trust and strict requirements)
saying
Living with good people is like entering a house of orchids for a long time, and you will be fragrant for a long time; living with evil people is like entering a house of abalones for a long time, and you will smell bad.
Han Yu
book
"Teacher's Talk"
Theory of Human Nature
Three levels of sex (upper level, middle level, lower level)
educational purposes
The teachings of the King of Tomorrow, learning is the way
educational content
Confucian classics
Respect for teachers
Teachers’ functions/roles/tasks: preaching, imparting knowledge, and solving doubts
Preaching: Priorities, Purpose, and Direction
Teaching and learning
Teacher-student relationship
A disciple does not have to be inferior to his master, and he does not have to be more virtuous than a disciple. He should have knowledge of the Tao, his skills, and his specialization.
teaching method
Diligence, proficiency, originality
Wang Fuzhi
Theory of Human Nature
Human nature is learned
Nature means birth, the day it is born, the day it will become; the day it is born, it will become day by day.
advocate
Before and after
"Study Notes"
Introduction
At the end of the Warring States Period, according to Guo Moruo's research, Mencius' student was Zheng Ke (author). The full text is 1,229 words.
status
The Prototype of Pedagogy/is the first book/monograph in ancient China that specifically discusses education and teaching issues in the world.
The most prominent/essence part--teaching principles
The importance of education and the relationship between education and politics
To build a country and rule the people, teaching comes first
If a gentleman wants to transform the people into customs, he must learn
Educational individual function
If jade is not polished, it will become useless; if a person does not learn, he will not know
in principle
Teaching and learning
After learning, you will know your shortcomings; after teaching, you will know your difficulties
If you know your shortcomings, you can reflect on yourself; if you know your difficulties, you can improve yourself.
Original meaning: only refers to teaching as learning, emphasizing the teacher’s learning
Implication: Teaching and learning promote each other
Respect for teachers
The teacher is strict and then the Dao is respected. The Dao is respected and then the people know and respect the students.
When he is a corpse, he is not a minister; when he is a teacher, he is not a minister.
Integrating inside and outside the classroom
As for teaching in a university, there must be a real career when teaching, and there must be a place to study after retirement.
Therefore, a gentleman's approach to learning is to hide and cultivate, and to rest and travel. (Tibet and breath complement each other)
Sun Mo of Yu Dynasty
Yu (Prevention): It is forbidden to stop something before it happens.
When: (Teaching in a timely manner/grasping the critical period): When it can be called
Sun (step by step)
Giving alms without the mausoleum festival is called Sun
If you add miscellaneous things without being inferior, you will become a mess without repairing it.
Learn without hesitation
Mo (observe each other)
discussion method
Looking at each other and being kind is called Mo
Inspirational induction/heuristic teaching
The teaching of a gentleman is a metaphor
The Tao cannot be restrained, the strong cannot be suppressed, the open yet cannot be reached.
Be good at saving the lost
If you lose it, you will have more, if you lose it, you will have less, if you lose it, it will be easy, if you lose it, you will stop
acceptability principle
I don’t know what I’m talking about, but it’s OK to give it up.
rehearsal strategy
Learning is not equivalent to the five senses, the five senses have to be cured
Teaching concept (methods and abilities)
A good scholar will get twice the result if he fails to teach, and then he will become mediocre
A bad scholar is a diligent teacher but achieves half the result, and therefore resents him
education evaluation system
Enrollment in recent years and school entrance exams in middle age. One year of Shilijing distinguishes the will. Three years of dedication and dedication, five years of erudite learning as a personal teacher, seven years of theoretical study and making friends are called small successes; nine years of being knowledgeable and understanding, being strong and not rebelling, are called great successes.
The west
Sophists
The earliest professional teachers in the West
This establishes the three subjects (grammar, rhetoric, and dialectics)
Ancient Greece
Socrates (Know Yourself)
educational tasks
The primary task is to cultivate morality and teach people "how to behave"; wisdom is virtue, and virtue is knowledge.
Moral Education Theory
The main purpose is to cultivate morality and teach people "how to behave"
Virtue can be taught: Wisdom is virtue, virtue is knowledge
Self-control is the basis of virtue
Law-abiding is justice
Teaching by example is more important than teaching by words
educational purposes
Cultivating talents for governing the country--the world's earliest treatise on governing the country by experts
social fundamentalism
moral requirements
Self-control is the basis of all virtues
Teaching content
For the first time, geometry, astronomy, and arithmetic were listed as compulsory subjects.
teaching method
Midwifery/Question and Answer/Socratic Method
Status: The earliest heuristic teaching in the West
Version 1
Socratic irony
Midwifery
induction
definition
Version 2
Socratic irony
definition
Midwifery
saying
truth emerges from dialogue
Education is not indoctrination, it is lighting a fire
plato
status
The first person in the history of Western education to have a large number of works circulated
For the first time, it was proposed to use examinations as one of the means of selecting talents.
political outlook
build utopia
Two world views
real world - body
Soul world - soul
Learning is recalling
Educational outlook
composition of soul
Philosopher Soldier Handicraft (laborer) soul reason will emotion Virtue Wisdom Bravery Temperance
educational purposes
Cultivate philosophers and politicians--philosopher kings
epistemology
Learning is recalling
education doctrine
The first person to propose "integrating learning into games"
educational content
Four Studies: Arithmetic, Geometry, Astronomy, Music
children education
The first in the West to propose a complete preschool education and establish a system
Pay attention to early education and implement public education
The first person to propose "learning through games" - young children
Plato's "The Republic", Rousseau's "Emile", and Dewey's "Democracy and Education" are known as the three major milestones in the history of Western educational thought.
Aristotle
Status: Ancient Greek encyclopedic philosopher
Thought
The ideology of the slave-owning class
book
"politics"
Education is public, not private
"On the Soul"
The world's earliest work on psychology
The soul of nutrition (the soul of plants)--Sports
The soul of feeling (the soul of animals)--moral education
Rational soul (human soul)--intellectual education
Harmonious and comprehensive education
"Nicomachean Ethics"
educational purposes
Promoting the pursuit of rationality is the pursuit of virtue, which is the highest purpose of education
Educational Principles/Methods
Proposed for the first time the principle of "education follows nature"
educational content
The first to propose staged education; the first to propose education with comprehensive and harmonious development
One stage every 7 years: 0-7 (physical education), 7-14 (moral education), 14-21 (intellectual education)
education doctrine
The first to advocate the harmonious development of morality, intelligence and physique in all aspects
liberal education/liberal education
Two basic conditions
free time
free subjects
repair
Democratic and equal teacher-student relationship: I love my teacher, and I love the truth even more
Quote: Education should be public, not private
It was the first to propose that education be divided according to the laws of children's development.
ancient rome
Cicero
Cicero's "On Oratory" elaborated on the qualities that an orator should possess and the content and methods of education, which had a great influence on Quintilian's thought.
Qualifications of an orator: extensive knowledge; rhetoric; manners
Quintilian
status
The first educator in the history of Western education to specifically discuss educational issues
book
"On the Education of Orators" also known as "Principles of Oratory" and "On the Training of Orators"
status
The earliest Western treatise on education
The first monograph on teaching methods in the history of world education
The highest achievement of ancient European educational theory
learning process
Imitation - theory - practice
The earliest idea of divided class teaching was proposed, which was the bud of the class teaching system.
educational purposes
Cultivate orators
The first quality of an orator—virtue
The independent form stage of pedagogy
Features
Educational issues have become a specialized field of study
faction
Founder
Bacon
Comenius
Kant
Herbart
Dewey
Naturalism
Aristotle
Comenius
Rousseau
Kant
Pestalozzi
Froebel
Other factions
Locke
spencer
Bacon
(First proposed by Bacon)
Bacon (English)
status
He proposed the method of experimental (scientific) induction and was the originator of modern experimental science.
Honorary title "The First Person in Scientific Summarization"
View
In 1623, education was first proposed as an independent subject
book
"On the Value and Development of Science"
Comenius
(News comes to fruition)
Status: Father of Education/Father of Modern Educational Science
book
"Theory of Great Teaching"
Education began to become a symbol of independent disciplines
1632, the first educational book in modern times
The first issue to face: the role of teaching
"Maternal Education School"
The world's first book on preschool education
"Illustration of the World"
The world's first illustrated textbook for children/The world's first illustrated textbook
The first picture-based literacy textbook in history to educate young children based on intuitive principles.
Teaching ideas
Pan-smart education
Teach all knowledge to everyone - encyclopedic content
Order is the governing principle of the art of teaching all things to all people
It has become the ideological basis for governments in Western countries to manage education, establish a unified academic system, and popularize primary education.
teaching system
The earliest systematic discussion of class teaching methods and implementation content
Teaching principles
fundamental principles
Education should follow the principle of human natural development/education should adapt to nature
Connotation: The dominant principle of natural order
Follow the principles of the order of nature and the order of human development
Method: Natural analogy: spring - baby - preschool education - mothering
main principles
Intuition - the golden rule
Systematic
Capacity
solidity
consciousness
Teaching content
Encyclopedia Curriculum
basic virtues
prudence, temperance, fortitude, justice
Version 2: Wisdom, courage, temperance, justice, labor
educational purposes
Religion-Eternal Life
reality-harmony
Teaching steps
Nature - imitation - deviation - correction
saying
Teaching is the most glorious profession under the sun
Locke
Gentleman education draws cartoons on whiteboard
whiteboard talk
Human beings are born like blank sheets of paper--Waishuo Theory Opposes the Concept of Innateness
Gentleman's education
Attach importance to gentleman’s education (family education is better than school education) and despise national education
Put virtue first
book
"Education Talk"
Divide education into physical education, moral education, and intellectual education
omnipotence of education
Nine out of ten people we meet every day are determined by their education
The reason why people are so different is because of education
Talented intelligence is equal to everyone
The first part of father's right is education - the right of education changes from the church to the father and the family, which is more humane.
Rousseau
Rousseau's Emile is natural
Status: The first educator to discover children
Thinker and educator of the French Enlightenment in the 18th century
book
"Emile"
The first novel-style educational work, which educates the hypothetical educational target Emile.
"Everything from the hand of the Creator is good"--Negative education
Viewpoint--Naturalistic Education
A firm believer in the theory of "good nature"
educational sources
Classification of education: natural education, education of things, education of people (education of things and people must obey natural education)
Education belongs to nature and conforms to the natural development laws of children's body and mind (Copernicus in the field of children's center education)
Training objectives
Cultivate natural persons
natural educational effect
Develop human nature (pay attention to the laws of children's physical and mental development)
negative education
Prevent adverse effects
natural consequences method
self-inflicted
Kant
Professor Kant
book
"On Education"
"Kant on Education"
event
Teaching education at university for the first time
Trapp--the first professor of education
The earliest teaching and research institution: Gogentin
omnipotence of education
Man is the only animal that needs education
The reason why people become human is entirely the result of education
Pestalozzi
Pei Ai's psychology attaches great importance to labor
status
The loving father of children/the father of education for the poor in the West/the founder of primary school teaching methods
earliest
The first in the West to put "the combination of education and productive labor into practice" - Home for Poor Children
The first person to propose the idea of "psychological education"
The earliest use of diary description method to record children's development and growth
In modern Western history, he was the first to propose the coordinated development of morality, intelligence, and physical aspects.
repair
The earliest use of diary description method in my country - "Research on Children's Psychology" by Chen Heqin
The first person to propose the idea of combining education and productive labor--(Fourier)
The book "Lienhard and Gertrude"
The primary driving force of education is to promote human development
Advocating "elementary education"--the founder of primary school subject teaching methods
Moral education: children’s love for their mothers
Intellectual education (core) - numbers, shapes, words
Sports: joint activities
In modern Western history, he was the first to propose the coordinated development of morality, intelligence, and physical aspects.
Psychologize
Psychologicalization of education (slogan)--Pestalozzi
Realizing Educational Psychology--Herbart
The organization of the curriculum should be psychological - Dewey
intuitive teaching
Intuitive teaching is closely related to educational psychology, because it is most in line with children's psychological development and can change the rigid, monotonous, cumbersome and scholastic teaching methods at that time. Promote the harmonious development of people's natural abilities
Pestalozzi's "arithmetic box"
Called the fundamental principle by Pestalozzi
Herbart
Barthes norm
status
The father of modern pedagogy/the father of scientific pedagogy/the representative figure of traditional education
Representative figure of teacher-centered theory: Herbart Kailov
The first to introduce psychology into education: Herbart
The first person to introduce psychology into education: Aristotle
book
1806 "General Pedagogy"
Status: The first modern educational book
1806, marking the establishment of standardized pedagogy
Marks the formal birth of education as a standardized independent discipline
content
One principle
educational teaching principles
In teaching, the third party in the teacher-student relationship is knowledge
The relationship between education and moral education: combining scientific and ideological aspects
eg: I can't think of any education without teaching, just as on the contrary, I don't recognize any teaching without education.
Two basics
Ethics and psychology as the theoretical basis of education
Ethics (practical teaching) reveals the purpose of education-freedom, perfection, kindness, justice, fairness,
Psychology (apperception) reveals the ways, means, and obstacles of education
Apperception refers to the connection between old and new knowledge
Three centers (traditional three-center theory of education)
Teacher Center
Textbook Center
classroom center
four stages
Ming (clear)
Notice
Lenovo (United)
expect
system
Explore
method
action
Xiao Ming contacted Xiao Fang to explore the trip together
Status: marking the formal formation of the theory of the teaching process
educational purposes
Possible purpose—career
Necessary purpose—morality (the primary task of education is moral education/the highest and most basic purpose)
Develop five moral concepts
Heart, freedom, perfection, kindness, justice, fairness
educational process
management, teaching, ethics
In teaching, the third party in the teacher-student relationship is knowledge
moral education
Purpose
necessary purpose
Develop five moral concepts
Heart, freedom, perfection, kindness, justice, fairness
possible purpose
Multiple interests related to children’s future careers
Highlight the role of interest in teaching and believe that interest is the starting point of teaching
highest purpose
Moral education (improving moral education and cultivating good social citizens)
educational teaching principles
The relationship between education and moral education: combining scientific and ideological aspects
eg: I can't think of any education without teaching, just as on the contrary, I don't recognize any teaching without education.
discipline
Develop moral judgment, moral passion, moral decision-making, and moral self-control
eg: Management is a rein in education, and teachers must hold it firmly but gently.
The highest purpose of education is to improve the moral and character of the educated
Apperception and Curriculum
definition
Apperception theory emphasizes that the formation and learning of new concepts and knowledge are always based on original knowledge.
Two major principles of course design
Related
The arrangements for different courses in the school should influence and connect with each other
concentrated
Choose one subject from all school curricula as the center of learning, and other subjects as means of learning and understanding
Herbart
History and mathematics are at the center of all subjects
These two principles are to maintain the logical structure of classroom teaching and the systematicity of knowledge.
Froebel
Fulu game playing gifts
status
The father of early childhood education/the originator of preschool education in the world
book
"Human Education"
Content: Early childhood education
For the first time, he established the educational value of games. He believed that games are creative self-activities and instinctive self-education.
Featured toys: gifts
educational principles
Education conforms to nature
spencer
Spencer Science Preparation Life
book
"On Education"
"What Knowledge is Most Valuable" - Specially proposes the term curriculum
curriculum theory
Scientific knowledge is the most valuable. For the first time, the concepts of moral education, intellectual education and physical education are clearly proposed.
educational purposes
The theory of education preparing for life--education is preparation for future life/perfect life
Dewey
Dewey is really modern
status
Founder of pragmatism philosophy/representative figure of progressive education/representative figure of modern education/representative figure of "child-centered theory"
book
"Democracy and Education"
Morality is the highest and ultimate goal of education
"Experience and Education"
"How We Think"
"My Education Creed"
three centers
New Third Center
Children's Center/Student Center
activity Center
experience center
four i.e.
Education is life - the theory that education adapts to life
Education is growth
Education as the Reorganization of Experience (Core)
the nature of education
School is society
five-step method/five-step teaching method
Difficulty—Problem—Hypothesis—Verification—Conclusion
Create difficult situations
Determine the problem
Propose hypotheses to solve problems
Extrapolating that hypothesis can then resolve the difficulty
test this hypothesis
Learn by doing
Chen Heqin
Teach by doing, learn by doing, seek progress by doing
Tao Xingzhi
Teaching and doing as one
Huang Yanpei
Use both hands and brain, integrating learning and doing
Dewey
Learn by doing
Emphasis on reflective thinking
Morality is the highest and ultimate goal of education
educational purposes
Education without purpose
Education has no purpose other than itself. It is its own purpose. It mainly emphasizes the inner purpose of education.
The process of education is in itself - the theory of education adapting to life
Theory of adapting education to life
The purpose of education is to enable individuals to continue their education, or the purpose and reward of learning is the ability to continue to grow
repair
psychology
The first person to introduce psychology into education—Aristotle
The idea of educational psychology can be traced back to Aristotle
Pestalozzi, the first person to propose the idea of psychological education
Introducing psychology into education for the first time - Herbart
game education
The earliest proposer of "learning through games" - Plato
For the first time, the educational value of games (a gift) was established - Froebel
my country was the first to propose fun teaching - Liang Qichao
Morality, intelligence and physique
Aristotle
"On the Soul"
He was the first to advocate that "education should be adapted to children's age" and "education should be carried out for the harmonious development of moral, intellectual, and physical multi-facets."
The earliest educator in the world to propose the multi-faceted and harmonious development of morality, intelligence, and physique.
Locke
"Education Talk"
For the first time in the history of Western education, education is divided into three parts: moral education, intellectual education, and physical education. For the first time, the three major components of education: moral education, intellectual education, and physical education are clearly distinguished and elaborated on.
Pestalozzi
In the history of modern Western education, it was the first person to propose the coordinated development of several aspects of morality, intelligence, and physical education.
spencer
"On Education"
For the first time, the theoretical concepts of moral education, intellectual education, and physical education were clearly proposed, and education including moral, intellectual, and physical education was regarded as a complete education system.
Yan Fu
"The Theory of Heavenly Evolution"
Our country was the first to put forward the theory of three educations: morality, intelligence, and physical education.
school
Founder
Bacon: first proposed
News: to make it happen
Kant: First Lecture
Bart: to regulate
1 Principle 2 Foundation 3 Center 4 Stages
Dewey: Really Modern
3 centers, 4 ie, 5 stages
Naturalism
Aristotle: For the first time "education follows nature"
Comenius: Follow the natural development of man (education adapts to nature)
Rousseau: Naturalism
Kant: Follow human nature
Pestalozzi: Follow natural development and advocate psychological development
Froebel: Education conforms to nature
Morality
Comenius: Moral cultivation should become an important task of school education
Herbart: The first task of education is moral education
Dewey: Morality is the ultimate and highest purpose of education
Comenius vs. Herbart vs. Dewey
status
Modern Pedagogy and Modern Pedagogy—Time (Comenius and Herbart)
Traditional education and modern education—perspectives (Herbart and Dewey)
book
"The Theory of Great Teaching" - the first book on education in modern times, marking the beginning of education as an independent discipline
"General Pedagogy" - the first educational book in modern times, marking the official birth of pedagogy as a standardized and independent discipline.
The Diversified Development of Pedagogy in the 20th Century
experimental pedagogy
Simela
Time: Late 19th and early 20th centuries, originated in Germany, criticizing Herbart
Representative figures and works
Meyman's "Lecture Notes on Experimental Pedagogy" - the father of experimental pedagogy, the first to propose the concept of experimental pedagogy
Rai's "Experimental Pedagogy"--the greatest contribution
View
Oppose Herbart's purely speculative pedagogy and attach importance to research (quantitative research)
Apply the research results and methods of experimental psychology to educational research--the scientificization of educational research
Educational experiments: propose hypotheses, conduct experiments, and verify
Advocate the use of experiments, statistics and comparison methods
Cultural Education
Time: Late 19th century, originated in Germany, critical experimental pedagogy
Representative figures and works
Dilthey, Spranger, Little (Dissley)
"Educational Culture" "On the Possibility of Universal and Appropriate Pedagogy"
View
People are cultural beings, and the process of education is a historical and cultural process
Educational research adopts methods of spiritual science or cultural science (methods advocating understanding and explanation)
Transform the objective culture of society and history into the subjective culture of the individual and cultivate a complete personality
Ways to develop a complete personality: edification and awakening
pragmatic pedagogy
Time: Late 19th and early 20th centuries, emerged in the United States, criticizing Herbart
Representative figures and works
Dewey, Kerberk
"Democracy and Education" "Experience and Education" "Design Teaching Method"
View
Centered on student experiences and interests
Marxist pedagogy
Representative figures and works
Krupskaya
"National Education and Democratic System" - the earliest discussion of educational issues based on Marxism
Kalinin
"On Communist Education" "Teachers are engineers of the human soul"
Makarenko
"On Communist Education", "Educational Poetry" and "Flag on the Tower"
Target audience: street children and juvenile delinquents
educational principles
Principle of parallel education (combination of collective education and individual education)
Combining respect for students with strict requirements on students
Principles of prospect education (close shot, middle shot, long shot)
Kailov
1939 "Pedagogy"--the world's first Marxist pedagogy work--Teacher Center
Yang Xianjiang
"New Education Outline"--my country's first Marxist education work
Whole life guidance-all-round development
View
Combining education with productive labor is the only way to develop productive forces and cultivate all-round development of people
critical pedagogy
Time: 1970s, Western education theory dominated the field, serving the ruling class and opposing pragmatism
Representative figures and works
Bowles, Guindis, April, Bouedil, Freire
"Schooling in Capitalist America" "Educational Rights" "Education, Social and Cultural Reproduction"
View
Claim whose knowledge is the most valuable
School education is the root cause of social inequality in reality (education causes social inequality)
The purpose of education is to enlighten teachers and students and achieve consciousness liberation (ideology/rights awareness)
Educational Research: Adopting Practice-Critical Attitudes and Methods
Educational trends
New Education Movement (Europe)
Time: late 19th century and early 20th century
Educational content and methods are different, with knowledge courses as the main body
Progressive Education (USA)
Parker: Father of Progressive Education
Time: late 19th century, United States
View
Opposing the political and economic shortcomings of industrial society
Adapt to new social needs through reform
The "laboratories" of progressive theory are primarily America's public schools
figure
Dewey
Parker's "Quincy Method": the father of progressive education
Johnson's School of Organic Education
Walter's Gray system/two-part system/dual-school system/separate discussion
Paxter's Dalton System
Huaxupeng's Wennate card system
Kerberk's design teaching method (unit teaching method)
1930s
Reformism (Economic Crisis)
Konji, Lage, Bramelder, Freire
Divergence from pragmatism and progressive education
Education should aim at transforming society
Teaching should focus on social issues
Education should be democratic and persuasive education
elementalism
Bagley, Kandel, Conant
The antithesis of progressive education
Common elements: New Three Arts (mathematics, natural sciences and foreign languages)
Emphasize the central role of teachers in education and teaching
eternalist education
Hutchins, Adler
The antithesis of progressive education
The nature of education is eternal (human nature)
Common elements, preferably classics, with classical subjects as the center
Emphasize the importance of teacher teaching
neo-thomist education
Maritan, Christian
Based on religion, education should belong to Congress
1960s
existential education
Sartre, Bornov
The essence and purpose of education is to realize self-generation
Emphasize the importance of character education
Promote ethical standards for students’ free choice
Advocate for individual education methods
Build trusting relationships between teachers and students
new behaviorism education
Skinner - Programming Teaching Using Machines in Learning
structuralist education
Bruner - the method of discovering the basic structure of the subject
lifelong education
One of the two major trends of thought
Return to education
Study again after graduation to improve your self-ability
1970s
humanistic education
Analyze education
Livelihood education
Pay attention to the role of vocational education
1980s
quality education
1990s
education for all
Available to everyone
inclusive education
1994. Inclusion of all in education without discrimination
contemporary educational theory
Mu has mastered the goal, Nalai discovered the structure, Wagen looked for examples, highly praised the development, Baban optimized, and was comprehensively harmonious and good-looking.
Three major schools of modern teaching theory
Bruner
Book "The Educational Process"
Thought
Structuralism
discovery teaching
Zankov
Book "Teaching and Development"
Thought
developmental teaching theory
in principle
high difficulty
decisive principle
high speed
Theoretical knowledge plays a leading role
Understand the learning process
The principle of general development of all students, including poor students
General development: development of all aspects of personality - core of development of all aspects of personality: intelligence
Wagenschein
The book "Principles of Example Teaching"
Thought
Example teaching
bloom
Book "Taxonomy of Educational Objectives"
Thought
Mastering Learning Theory
Babanski
Book "Teaching Process Optimization"
Thought
Education process optimization theory
Seek reasonable teaching plans under certain teaching conditions and spend the least time and energy to obtain the best teaching results.
Suhomlinski
book
"Dedicate your whole heart to your children"
"Pavresh Middle School"
"One Hundred Tips for Teachers"
The work has been called "living pedagogy"/"encyclopedia of school life"
Thought
Comprehensive and harmonious education theory
Piaget
Book "Educational Science and Child Psychology"
Thought
The purpose of education is to develop students’ intelligence
Paul Langland
"Introduction to Lifelong Education"
A summary of theories about the teaching process in education
Confucius: learning, thinking, doing, knowing
Xunzi: hearing, seeing, knowing, doing
Doctrine of the Mean: Learn erudition, examine carefully, think carefully, discern clearly, practice sincerely
Quintilian: Imitation—Theory—Practice
Comenius: Nature - Imitation - Deviation - Correction
Herbart: understanding, association, system, method
Schiller: preparation, prompt, system, method
Dewey: Difficulties, Problems, Hypotheses, Verifications, Conclusions
basic laws of education
Education and human development
Overview of individual physical and mental development
Physiological (body) development
psychological development
cognitive development and social development
The laws of individual physical and mental development (objective and subjective questions)
The sequence of individual physical and mental development
Concept: directionality, from low-level to high-level, from simple to complex, from quantitative change to qualitative change,
from... to...; insurmountable, irreversible
Requirements: proceed step by step and respect objective laws
Test points
Don’t be lazy in learning; don’t be inferior in doing things; haste makes waste; Yingke is a laggard
Stages of individual physical and mental development
Concept: different ages, different characteristics
Requirements: staged education, targeted, not one-size-fits-all, one-pot cooking
Test points: Primary school education is middle school-oriented, middle school education is adult-oriented
Zone of Proximal Development - Vygotsky - Teaching should be ahead of development
Imbalance in individual physical and mental development
Concept: within an individual (different aspects have speed and slowness, the same aspect has morning and evening)
Requirements: Grasp the critical period/sensitive period/optimal period Lorenz (Austria)—imprinting experiment
Test point: Wolf Boy/When it is possible to call it, time passes and you learn, it is difficult to succeed despite hard work
Complementarity of individual physical and mental development
Concept: (same individual) physiology and physiology / physiology and psychology complement each other - body and mind complement each other / mind and body complement each other
Requirements: Make good use of strengths and avoid weaknesses, use good qualities to save losses
Test points: Physically disabled but mentally strong/blind and deaf
individual differences in individual physical and mental development
Concept: (individual and individual/group and group) different aspects, different degrees
Requirements: Teach students in accordance with their aptitude
Test point: People’s hearts are different, each has his or her own view/One key opens one lock
Integration of individual physical and mental development
Concept: Students are complete human beings (the unity of cognition and non-cognition, consciousness and subconsciousness, science and art)
Stability and variability
Stable: physical and mental order, the process is roughly the same
Variable: children of the same age have physical and mental differences in different environments
Characteristics of individual physical and mental development
historical and social
"How individuals live...the material conditions for production"
Sequence and stage
Adolescence (11, 12 years old... 14 or 15 years old) psychological weaning period, dangerous period
Similarities and Differences
reality and potential
Motives for individual physical and mental development
Endogenesis theory - genetic determinism
Viewpoint: Genetics plays a decisive role. Natural maturation theory/preformation theory/biological genetic determinism
representative figure
The news of Mencius’ resurrection is celebrated
Mencius
theory of good nature
Benevolence, justice, etiquette and wisdom are not imposed on me from outside, they are inherent in me.
Freud
Sexual instinct—the fundamental driving force behind human development
wilson
gene duplication
Gesell
Twin Ladder Climbing Experiment--The Maturation Mechanism Plays a Decisive Role
Hall
An ounce of genetics is worth a ton of education
Galton
"Hereditary Genius" Eugenics
Rousseau
Everything from the hand of the Creator is good - negative education
plato
Ideas are innately present in the human soul
Learning is recalling
Thorndike
Research on Twins’ IQ
External determinism—environmental determinism
Viewpoint: Development depends on the external environment and education. Environmental determinism/external plasticity/empiricism
representative figure
Grandma looks for peanuts
Xunzi
Human nature is inherently evil, and nature becomes false
Theory of evil nature
Locke
whiteboard talk
Watson
Give me a dozen healthy babies, regardless of their ancestry, and I can raise them to be anything from leaders to thieves.
Newman
Separated identical twins
Mozi
Susi theory of human nature
omnipotence of education
Helvetia
What kind of education a person receives determines what kind of person he will become
Kant
The reason why people are human is entirely the result of education
Locke
Nine out of ten people we meet every day are determined by their education
Two-factor theory (convergence theory)
Stellen (Steyn)
Addition Theory-Heredity and Environment
Wu Weishi (Woodworth)
Multiplication Theory-Heredity×Environment
multi-factor interaction theory
is correct, materialist dialectics,
Piaget
internal external
Factors affecting human physical and mental development (single, multiple, judgment, simplicity, theory)
genetics
It is the physiological prerequisite for human physical and mental development and provides possibilities for human development.
Use it or lose it, showing a weakening trend, premise = material premise, physiological premise
Mature mechanisms restrict people’s physical and mental development
Difference; plasticity
Differences in people's genetic qualities are not only reflected in body posture and sensory organ functions, but also in types of neural activity.
Genetic conclusion
Hall, Galton, Dong Zhongshu
environment
All external environments (natural environment, social environment)-spontaneous, blind
Providing multiple possibilities for individual development is the realization of the development possibilities provided by genetics - duality (good and bad)
Environment is the fundamental driving force for human physical and mental development
People have subjective initiative when accepting environmental influences and effects
e.g.
If dyed green, the color will be green. If dyed yellow, the color will be yellow.
If oranges grow in Huainan, they become oranges; if they grow in northern Huaibei, they become oranges.
school education
Education plays a leading and promoting role in human development
Conditions: Students’ subjective initiative
Prerequisite: Education’s own situation
Reasons for the dominant role (many, simple)
School education is a purposeful, planned and organized activity to cultivate people
The school has teachers who are specifically responsible for education, and the results are relatively good
School education can effectively control and coordinate various factors that affect student development
The impact of school education on people is relatively comprehensive, systematic and profound
Three teachers, full control
manifestation of leading role
Social norms for individual development
Develop individual special talents and develop personality functions
Immediate and delayed value
Accelerate individual development
Strict standards, shaping personality
omnipotence of education
Locke, Kant, Watson, Helvetius "Kant's Arlo Peanuts"
The futility of education
Galton, Plato "Gauber"
Individual subjective initiative (social practice)
subjective initiative
consciousness
independence
Creativity - the highest level
From an activity level perspective/three levels
Physiological activities, psychological activities, social practice activities—the highest level
It is the inner driving force for human physical and mental development and the decisive factor that promotes individual development from a potential possible state to a real state.
Compared with animals, human physical and mental development has special characteristics
Human physical and mental development is realized in the process of social practice
Human beings have initiative in their physical and mental development and can emerge from the mud without being stained.
Education and social development (selected, judged, simplified)
Education and Political Economic System (Main)
The restrictive effect of social and political systems on education
directly determines the nature of education
Determine the purpose of education (political system - direct decision)
Determine the leadership of education
Determine the right to education (not determine educational level)
Determine educational content (ideological and moral aspects)
Decide on the education management system
Constraints on the Reform and Development of Education
The impact of education on social, political and economic systems/the political function of education
Education and training of talents needed by the primary political and economic system--Basic approach
Education acts on a certain political and economic system by spreading ideas and forming public opinion.
Education contributes to the democratization process but does not play a decisive role
Spread a certain political ideology and complete the political socialization of the younger generation
Mermaid Princess promotes politics
Education and Productivity Levels (Main)
The restrictive effect of productivity on education
Fundamentally determine the nature of education
The development level of productivity restricts (determines) the scale and speed of educational development.
The development level of productive forces restricts changes in education structure (proportion)
The level of development of productive forces restricts the content, methods and means of education
Restricts the school's professional setting (specifications for talent training)
repair
The first industrial revolution--universal primary school (elementary education)
The Second Industrial Revolution--Universal Middle School (Junior Secondary School)
The Third Industrial Revolution--Universal High School (Senior Secondary School)
Information technology revolution-popularization of higher education 15%-50%
Education’s role in promoting productivity/Education’s economic function
Education reproduces labor force
Convert potential productivity into actual productivity
Improve the quality and quality of the workforce
Education reproduces scientific knowledge
Produce new science and technology
Spread scientific knowledge, improve labor productivity, and promote the development of productivity
Version 2
Basic ways of reproduction of labor force
The most efficient form of reproduction of scientific knowledge
An important means of technological innovation
Open source and distribution of education investment
source
Composition of sources: national (main), corporate, personal (education expenses paid for children)
National income—education can increase national income, but it cannot directly create it
Proportion
The advanced growth of education investment refers to the growth rate of education investment exceeding the level of economic development.
distribute
Distribution according to nature of use: investment in education and investment in educational infrastructure
Distribution by educational structure "by number of students and per capita funding
Education and Science and Technology
The impact of science and technology on education
The fundamental cause/fundamental driving force for the development of modern education is science and technology
Changing the mindset of educators
Affect the number of educated people and the quality of education
The level of scientific and technological development determines the knowledge level and knowledge structure of educators
Influence educational content, methods and means
Impact Educational Technology
The role of education in the development of science and technology/The scientific and technological function of education
Education can complete the reproduction of scientific knowledge (the way is school education)
Education can promote the institutionalization of science
Education has the function of scientific research - it can directly produce science and technology
Education promotes the development and utilization of scientific and technological achievements
Education and Culture
The restrictive effect of culture on educational development
The dual nature of education
Education is not only the component of culture, but also a means of transmitting, deepening and improving culture.
Culture plays a value-oriented role in education
Cultural development promotes the development of school curriculum (structure and quality of curriculum)
Influencing the establishment of educational purposes (individual-centered theory and social-centered theory)
Influence the choice of educational content (main manifestations)
Influence the use of educational teaching methods
Culture itself is also an educational force
The role of education in promoting cultural development/The cultural function of education
Education can transmit and preserve culture - the most basic function. Vertical - books
Education can transform culture (select, organize and improve culture) and choose/take the essence and discard the dross
Education can spread, exchange and integrate culture horizontally--Confucius Institute
Education can renew and create culture - the most fundamental function
education and population
The impact of population on educational development
Population size affects the scale of educational development and educational investment
Population quality affects education quality
Population structure affects education structure
The impact of education on population/population function
rationalize the population structure
Improve population quality and control population quantity
Promote rational population mobility and improve population structure
relative independence of education
The historical inheritance of education itself
The imbalance between education and social development
Parallelism between education and other social ideologies
Main theories on the relationship between education and society
educational independence
Cai Yuanpei
(Administration, content, academics, funding, separation from religion) Independence was not feasible in China at that time
omnipotence of education
Locke
"Tabula rasa": The human heart is like a blank sheet of paper, without any marks or concepts.
Helvetia (France)
A complete and systematic exposition of the omnipotence theory of education. What kind of person will you become with whatever education you receive?
Kant
Man is the only animal that needs education
human capital theory
Character: Schultz
View
Education can improve academic levels and abilities
Capital is divided into human capital and physical capital
The formation of human capital mainly depends on education. Education is not only consumption, but also investment.
Human capital returns are greater than physical capital (education contributes 33% to economic growth)
Weakness: Ignores other selection criteria in the labor market
Screening Hypothesis Theory/Diploma Theory
Michael Smith
Believes that education cannot improve people's abilities. Education is just a diploma and a signal for job placement.
Education costs are negatively related to ability
Education is positively related to wages (same as human capital theory)
One-sided emphasis on the signal screening role of education, but does not improve people's abilities
labor market theory
Pilio, Dollinger
Educational qualifications have nothing to do with education level
Region: Primary and Secondary Labor Markets
Disagree with human capital theory
socialization theory
Bowers (US), Kindis
The fundamental function of education is not to improve people's productivity, but to make different personalities more humane.
Educational Purpose and Educational System
educational purposes
connotation
educational purposes
Broadly speaking: the requirements and expectations of society, schools, and families for educated people
In a narrow sense: the general purpose of education proposed by the state and the training objectives of schools at all levels and types
What constitutes educational purposes
Specify the training specifications and quality of people's physical and mental qualities-individuals
It stipulates that education should cultivate the social value of people (what kind of people education should cultivate for society)
The purpose of education is an educational ideal, which is social and contemporary, and has qualitative regulations on educational activities.
Characteristics of educational purposes
Macroscopic
The general requirement for education is the highest ideal
Anticipation
I hope to become...the kind of person
Mandatory
National decision
contemporary nature
The purpose of education is the unity of objective (content) and subjective (form), and is the possible integration of social needs and the physical and mental development of the educated.
educational policy
my country's current educational policy: education serves socialist modernization, education serves the people, is integrated with productive labor and social practice, and cultivates socialist builders and successors who develop in all aspects of morality, intelligence, physical and aesthetic development
constitute
The service direction of educational work
Educational Purpose—Core and Basic Content
Ways to achieve educational goals
The relationship between educational purposes and educational policies
connect
Both include regulations for whom (which stage, society) to train people for
Part and whole (policy includes purpose)
the difference
educational purposes
General requirements for cultivating people
constitute
Specifies the social value of educated people (for whom to train people)
It stipulates the physical and mental quality of the educated (what kind of people should be cultivated - core)
The requirements for quality standards for human training are relatively clear
ideal; theoretical term; academic concept
educational policy
The general direction of educational work
constitute
Nature of education and service direction (for whom to train people)
Purpose of education (who to train) – core
Ways to realize it (how to train people)
What kind of education should be provided and how should education be provided?
Reality - there are ways to achieve it; working terms; political concepts
Classification
From the perspective of the existence of educational purposes
Real - in reality popular, operable, concrete
What should be - ideally theorized, authoritative, unified
From the functional characteristics
value education purpose
functional educational purposes
From the required characteristics
The ultimate purpose of sex education
developmental education purposes
actual importance
Educational purposes of formal decision-making
Educational purposes of informal decision-making
scope of reflection
Intrinsic purpose of education (Dewey)
external educational purposes
status
The purpose of education is the core of the entire educational work. It is the basis and evaluation standard, starting point and destination of educational activities. It occupies a leading position in educational activities, is the theme and soul of educational activities, is the highest ideal of education, and is the fundamental basis for educational evaluation. , which stipulates that the quality of talent training has a full guiding role in educational work.
Role/function
Guidance/orientation functions
point the way
content
Orientation to the social nature of education
Orientation towards human development (students)
Orientation to curriculum selection (teaching content) and its construction
Orientation to teachers’ teaching
Society requires teachers to implement teaching content for students
Select function
Select content
Method of choosing
Regulatory function
regulate, control educational activities
Control by determining values, standards, and goals
Incentive/driving function
inspire motivation
improve yourself
Evaluation function
Evaluation basis and standards
Evaluate the school's school running level, school running efficiency, and the quality of education and teaching work
Evaluate teachers’ teaching quality and work effectiveness
Check the quality and development of students’ learning
Hierarchy
The first level - the educational purpose of the country
highest ideal
Concept: The country’s general requirements for cultivating people
Subject: country
The second level - the training objectives of schools at all levels and types
Concept: Specific requirements for educating people at all levels and types
Subject: school
The purpose of education and the goal of training are universal and special.
The third level - the curriculum objectives of the subject
Specific goals for a subject
Concept: the intended outcome of a school curriculum
Subject: subject
The fourth level-teacher’s teaching objectives
Has strong operability
Subject: teacher
Concept: The educator’s requirements for the educated when completing a certain stage of work in the education and teaching process (one class, one unit, one semester)
three levels theory
educational purposes
Training objectives
teaching objectives
Relationship: The relationship from educational purpose to teaching goal is from abstract to concrete.
Educational goals (measurable)
Training goals for schools at all levels and types
(subject) course objectives
teaching objectives
Education policy﹥National education goals﹥Education goals﹥Cultivation goals of schools at all levels and types﹥Curriculum goals﹥Teaching goals
Determination basis
subjective basis
Philosophical concepts, human nature assumptions, ideal personality, value orientation
objective basis
Social productivity and scientific and technological development level
a certain socioeconomic and political system
The process of social and historical development
The rules of physical and mental development of educated people
theory
individualism
figure
"Mencius loved to be verbose, so he killed Fu Luqi."
Mencius
Rousseau (naturalistic education)
Pestaloch
Maritan
Froebel (Father of Early Childhood Education)
Hutchins
Naylor
Maslow
Sartre
rogers
Alan Kay
Kant
View
Pay attention to human value and personality development
individual needs, natural person
social fundamentalism
figure
"The son whose social father threatened Tutu"
Xunzi
Confucius
Comte
Plato--"Philosopher King" who cultivates talents to govern the country
spencer
Liang Qichao
Herbart--Cultivation of good social citizens
Durkheim--Society precedes man and determines his nature
Bagley--"Education and Newcomers" Newcomers serve the society
Natorp--the combination of society and education
Keichingsteiner--Citizenship Education
View
social needs
qualified citizen
a member of society
religious fundamentalism
Augustine
thomas aquinas
Comenius (this life is preparation for eternal life)
View
Surrender to God and cultivate devout religious people
Education without purpose
Dewey
The intrinsic and specific purpose of educational activities (education is growth)
Viewpoint: Education has no teleology - only recognizes the inner (natural) and opposes the outer (additional purposes)
life-centered theory
education prepares for life says
spencer
"What kind of knowledge is the most valuable" - Scientific knowledge is the most valuable
Opinion: Education prepares people for future life
The theory of education adapting to life
Dewey
Education is to adapt to current life
Viewpoint: Education has no teleology - only recognizes the inner (natural) and opposes the outer (additional purposes)
dialectical unity
Comprehensive consideration of people and society
marx
The purpose of education in our country
Recap history
1957 "On the Correct Handling of Contradictions Among the People", Mao Zedong - the first education policy promulgated after the founding of New China
57 Chairman stated the policy
The 1982 "Constitution of the People's Republic of China" - the first statutory form of educational purpose in my country's contemporary history
82 Purpose of the Constitution
In 1985, the "Decision on the Reform of the Education System" proposed for the first time the cultivation of "four new people" with ideals, morality, culture, and discipline, and implemented nine-year compulsory education.
85 Four good newcomers
The 1993 "Outline of China's Educational Reform and Development" - pointed out that primary and secondary schools must shift from exam-oriented education to a track that comprehensively improves national quality.
93 outline should be converted to vegetarian
1994 "Several Opinions of the Central Committee of the Communist Party of China on Further Strengthening and Improving Moral Education in Schools" - first proposed the concept of quality education
94 opinions concept mention
In 1999, the "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Comprehensively Promoting Quality Education" was the first time that the concept of lifelong education was clearly proposed after the founding of New China.
99 decides for life
The educational purpose of "learning to learn" in UNESCO's 1996 "Education - Where the Wealth Is Contained"
The basic spirit of the purpose of education in our country at this stage
Adhere to the unity of political, ideological, moral and scientific and cultural knowledge - moral education and intellectual education
Adhere to all-round development and the harmonious development of both mental and physical strength
Cultivate students' independent personality, focusing on cultivating innovative spirit and practical ability
Combining education with productive labor--the fundamental approach
Improving the quality of the entire nation--the fundamental purpose
Four and five: cultivating successors, innovation, labor and individuality
Version 2
Cultivate builders and successors of the socialist cause (fundamental nature: adhere to the socialist direction)
To cultivate people with all-round development of morality, intelligence, body and beauty.
Cultivate people with innovative spirit, practical ability and independent personality
Education must be combined with productive labor, which is the fundamental way/the only way to achieve the purpose of education
The basis for establishing the purpose of education in our country
specific sociopolitical, economic, and cultural background
The laws of physical and mental development of educated people
people's educational ideas
Theoretical basis: Marxist theory on the all-round development of human beings
A comprehensively developed person refers to a person whose spirit and body, individuality and sociality are generally, fully and freely developed.
The composition and relationship of comprehensive development education
moral education
Status: soul and commander, direction, motivation; primacy
Scientific outlook, firm political stance, good moral character
intellectual education
Status: premise and support, which is the basis of understanding and intellectual support
Mission: Develop intelligence
Double base ability
physical education
Status: material basis, realistic approach
Enhancing students' physical fitness is the fundamental task of school physical education. The basic organizational form is physical education class
Features: Educational, skill-based, entertaining
Aesthetic education
The basic form (expression form) of aesthetic education
artistic beauty
realistic beauty
natural beauty
social beauty
Educational beauty
Beauty of science and technology
Types of aesthetic education (education methods when teaching beauty)
Art and aesthetic education
natural aesthetic education
social aesthetic education
Education and aesthetic education
main mission
Cultivate a correct aesthetic sense and have the knowledge and skills to feel beauty (the starting point of aesthetic activities), understand beauty and appreciate beauty.
Develop the ability to embody beauty and create beauty (highest level)
Cultivate spiritual beauty and behavioral beauty (inner beauty and outer beauty)
The function of aesthetic education
direct function
Beauty education--only related to beauty
indirect function
Incidental functions, potential functions--impact on morality, intelligence, and physique
Super aesthetic education function
The transcendent function of aesthetic education--Cai Yuanpei (replacing religion with aesthetic education)
repair
The west
The first person in the world to propose the concept of "aesthetic education" - Schiller's Letters on Aesthetic Education
China
The first person to put forward the idea of aesthetic education--Confucius
my country was the first to put forward the term "aesthetic education" - Wang Guowei's "On the Purpose of Education"
Our country was the first to incorporate aesthetic education into educational policies - Cai Yuanpei's "Opinions on New Education"
Labor technical education
Status: Comprehensive with other education; bridge, link
Task: work attitude, ability
relation
The status of "five educations" in all-round development is unbalanced - not balanced development
Each of the "five educations" has its own relative independence and internal connections.
quality education
In 1999, the "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Reform and Comprehensively Promoting Quality Education" identified quality education as the long-term policy for my country's education reform and development.
concept
The fundamental purpose is to comprehensively improve the basic quality of all students
content
Political and ideological quality education
moral quality education
Scientific and cultural quality education
physical education
Psychological quality education
(Human quality is physiological quality in a narrow sense)
Three major tasks
Physical fitness--basic level
Psychological quality--core layer
Social quality--the highest level
Three essentials
For all
Comprehensive development
Take the initiative to develop
Features
totality
the most essential, the most fundamental
All school-age children
Comprehensiveness
Comprehensive development to promote the optimal development of individual students
basic
Double base, basic knowledge, basic skills
subjectivity
Pay attention to students’ subjective initiative
developmental
potential
futurity
Based on future social needs, not limited to further education and employment
openness
Space (school, society, family)
Diversification
feature
People-oriented, oriented to all, highlighting the subject spirit, and focusing on lifelong development
Connotation (many, simple)
For all students
Promote students' all-round development
Promote student personality development
Focus on cultivating innovative spirit and practical ability (core, characteristics of the times, essential difference from exam-oriented education)
Improving the quality of the people is the fundamental purpose
Improve your personality and create the best of both worlds
Guarantee mechanism
Give full play to the role of government
Increase educational supervision
Improve the scientific nature of educational evaluation
Strengthen communication and connection between schools at all levels and types
The main channel of quality education is teaching, and the main position is the classroom
Summary of test points
The fundamental purpose of quality education: to improve the quality of the people
The fundamental purpose of quality education: comprehensively improve the basic quality of all students
The focus of quality education: innovative spirit and practical ability
The core of quality education: innovation/promoting students’ all-round development
Characteristics of the times of quality education, the fundamental difference between current education and traditional education: innovation ability
The soul of quality education: innovation/subjectivity
The most essential stipulation and the most fundamental requirement of quality education: holistic
"National Medium and Long-term Education Reform and Development Plan Outline (2010-2020)"
Put education in a strategic position for limited development
Taking educating people as the fundamental requirement of educational work
Taking the promotion of students' healthy growth as the starting point and goal of all work in the school
Taking reform and innovation as a powerful driving force for educational development
Make the promotion of equity a basic national education policy
The key to educational equity is fair opportunity
Make quality improvement the core task of education reform and development
School
The conditions for the creation of the school
The development of productive forces and the improvement of social production levels - material basis
Separation of mental work and physical work--Intellectuals specializing in education
Creation of words and accumulation of knowledge
The emergence of a state apparatus—to serve the ruling class
Management of school organization
Communication is the basic way of school management. Functions of communication: information transfer; control; motivation; emotional exchange
School performance is the goal and measure of school management
The basis for establishing the school education system
social basis
human basis
The academic system itself
school culture
Concept proposer: Hua Qin (US)
School culture refers to the ideas and behaviors learned and shared by all or some members of the school (acquisition - acquired, not innate; the core of ideas are values)
Campus culture--the epitome of school culture
Campus conceptual culture/spiritual culture
Awareness
emotional component
value component
ideal ingredient
Conceptual culture is the core and soul of school culture and the spiritual driving force for the development of school organizations.
campus material culture
environmental culture
facility culture
Material culture is the material carrier of school spiritual culture and the material basis of education and teaching.
Campus normative culture/institutional culture
way of expression
Organizational form
Festival activities
rules and regulations
role norms
etiquette
School spirit is the unity of the material culture, spiritual culture and institutional culture of the campus.
Classification
Explicit culture on campus
Campus physical environment (school buildings, venue layout, event ceremonies)
Hidden culture on campus
Class spirit, school spirit, interpersonal relationships
Function
guiding role
motivational effect
cohesion
normative effect
educate
transfer
radiation
Characteristics of school culture
School culture is an organizational culture
School culture is a highly integrated culture
School culture takes the transmission of cultural traditions as its own responsibility
Campus culture is the epitome of school culture
Campus spiritual culture is the core content of campus culture and the highest level of campus culture.
School spirit is the unity of the material culture, spiritual culture and institutional culture of the campus.
Characteristics of student culture
transitional
from children to adults
informality
informal group
Diversity
Different people or groups do many things
complementarity
repair
The core of school culture is ideas, and the core of ideas is values; campus culture is the epitome of school culture, and campus spiritual culture is the core of campus culture.
Specific manifestations of the public welfare nature of schools and other educational institutions
No organization or individual may operate schools or other educational institutions for profit-making purposes
Education must be separated from religion
Public welfare also involves a series of issues such as teaching, language, writing and curriculum settings.
education system
connotation
It refers to the general name of the system of various educational institutions and organizations at all levels in a country or region and its regulations - system, system (rules)
Broadly speaking--national education system
The sum of all educational facilities and relevant rules and regulations
Narrow sense-school education system/school system
It is a general system of schools at all levels and types in a country.
Specifically stipulate the nature, tasks, requirements, admission requirements, years of study of various types of schools at all levels, as well as the mutual relationships between various types of schools at all levels
Status: The core, main body and essence of the national education system is the school education system; the core of the school education system is the class teaching system
Education system: reflects the relatively stable operating model and regulations of a country's school running form, hierarchical structure, organizational management, etc. determined in conjunction with the political, economic, and scientific and technological systems. The education system is the embodiment of the education system, and the education system determines the education system.
Basis/influencing factors for establishing academic system
The level of productivity development, science and technology, socio-political and economic systems, children's physical and mental development patterns, population development, cultural traditions, the historical development of the country's school system and the influence of foreign school systems
Version 2
social basis
human basis
The academic system itself
Types of modern academic systems
Dual-track system
The earliest academic system appeared in Western Europe, including the United Kingdom, France, and the Federal Republic of Germany.
structure
The first track is academic education - top-down, elite education (from university to middle school)
The first track is vocational education - bottom-up, mass education (from primary school to vocational education)
Features
The two tracks are not connected to each other, are not connected to each other, and are parallel
evaluate
It is not conducive to the popularization of education and jeopardizes equal educational opportunities.
monorail
United States, systematic monorail proposed by Comenius
structure
From elementary school to university (everyone)
Features
One series, multiple segments
evaluate
It is conducive to the popularization of education, but education is uneven and development is unbalanced
Branch type academic system/intermediate academic system/Y type academic system
Soviet Union/my country
structure
Primary school to middle school (all people), some go to university, some go to vocational schools
Primary education stage, common basic education
Secondary education is divided into vocational education and general education
Features
Accessible up and down, left and right
evaluate
Good for popularization, but not flexible enough
The development of modern education systems
pre-institutionalization
Stereotyped formal education (substantial education)
Logo: The birth of school
Features
There is a school, no academic system
Determining the main body of education-teachers and students
The object of education is relatively stable-students
Form a series of cultural communication activities
There are relatively stable activity venues and facilities - school
Independent social ideology--educational activities
institutionalized
formal education
Symbol: The emergence of the modern school system/the emergence of the academic system (dual-track system)
The rise of modern institutionalized education in my country is marked by the "abolition of imperial examinations and the establishment of schools" in the late Qing Dynasty, as well as the promulgation of a national unified educational purpose and modern academic system.
The systematic and complete academic system in modern China came into being in the "Regulations of the Imperial Academy" (Renyin Academic System) in 1902 and the "Regulations of the Imperial Academy" (Guimao Academic System) in 1903
deinstitutionalization
learning society
Education should no longer be limited to the walls of schools
Coombs' concept of "non-formal education", Illich's "deschooling" and "devaluation of school education", and building a learning society
The development trend of modern education system
Strengthen pre-school education and pay attention to the connection with primary education (it does not mean that early childhood education becomes primary school)
Strengthen the popularization of compulsory education and extend the years of compulsory education
General education and vocational education in secondary education are developing in the direction of mutual penetration-comprehensive high school
Popularization of higher education
Gross enrollment rate is lower than 15% - elite education; 15%-50% - popularization stage; higher than 50% - universalization stage
Construction of lifelong education system
Educational socialization and social education
Strengthening of international exchanges in education
The boundaries between academic education and non-academic education are gradually fading
Version 2
Obligation to be extended
General vocational education should be comprehensive
Higher education wants the public
Lifelong to build
repair
The Value Pursuit of the Modern School System
Optimize educational order
Promote educational equity
Promote balanced development of education
Guarantee the personal dignity of teachers and students
my country’s school education system
The establishment of my country's modern academic system began with the "abolition of imperial examinations and the establishment of schools" in the late Qing Dynasty. my country's ancient academic system sprouted in the Western Zhou Dynasty and was formed in the Han Dynasty.
Renyin Academic System--1902 "Articles of the Imperial Academy"
Promulgated by the Qing government and drafted by Zhang Baixi
Based on Japan, it was first promulgated but not implemented.
Guimao Academic System--1903/1904 "School Charter"
Promulgated by the Qing government and revised by Zhang Zhidong, Rongqing and Zhang Baixi
Based on Japan, it is the first officially implemented modern academic system and the beginning of the new academic system.
content
In the history of education in my country, it was the first to stipulate primary education as compulsory education.
It is expressly stipulated that the purpose of education is "loyalty to the emperor, respecting Confucius, respecting the public, advocating martial arts, and advocating practicality" - the earliest educational purpose in our country
Reflects the idea of "Chinese learning as the body, Western learning as the application"
The longest period of study
It takes 21 years to go from elementary school to university, and 26 years to go to Tongruyuan.
Incorporate early childhood education into the academic system
Establish industrial schools and establish a vocational education system
Establish the "Three Education Model" for the coordinated development of moral, intellectual and physical aspects
(the first to offer physical education courses)
Establish the status of class teaching system in our country
Renzi Guichou Academic System--1912-1913
Promulgated by the Nanjing Provisional Government, Cai Yuanpei presided over it.
"School System Order" in September 1912 (Renzi Academic System)
Modeled on Japan, the first academic system with a bourgeois nature
content
Explicitly abolish gender and occupational restrictions on the right to education, and embody equal educational opportunities in law
For the first time, coeducation was stipulated, Bible reading was abolished, and the content of natural sciences was enriched.
The teaching hall was converted into a school and a cram school was added.
The university is divided into three levels: preparatory, undergraduate, and graduate school.
Renxu Academic System--1922/633 Academic System/New Academic System
Promulgated by the Beiyang Government
Based on the United States, it was used until the founding of the People's Republic of China
The educational system that took the longest time to be implemented in China’s modern history (until the first academic reform of New China in 1951) and had the greatest influence
content
For the first time, it is clear that the laws of physical and mental development of school-age children and adolescents are used as the basis for dividing school education stages.
Add vocational subjects to high schools (taking into account both further education and employment), and adopt a credit system and elective system for courses in universities and middle schools
The secondary education stage is the core of the reform, extending the years and canceling college preparatory courses.
Xuchen academic system--1928
In order to implement the "Three People's Principles", the Republic of China proposed the "Proposal for Organizing the School System of the Republic of China"
"Vocational education" is increasingly valued
The first academic system of New China in 1951
The structure of my country’s current school education system
From a hierarchical structure
Preschool education-kindergarten (3-6 years old)
Elementary education--primary school
Secondary education--junior secondary, senior secondary
Higher education--college and above
from category structure
Basic education, vocational and technical education, higher education, adult education and special education
two weak links
Preschool and vocational education
compulsory education system
concept
According to legal provisions, school-age children and teenagers must receive national education that must be guaranteed by the state, society, schools, and families. Originally originated in Germany
Features
Characteristics of compulsory education
Mandatory (biggest feature/fundamental feature), free (tuition and miscellaneous fees), universal
The "Compulsory Education Law" stipulates that it is compulsory, public welfare and uniform
establish
The 1906 "Character of Compulsory Education", China's first official decree implementing compulsory education
In April 1986, the "Compulsory Education Law of the People's Republic of China" marked the establishment of the compulsory education system.
In September 2006, the new Compulsory Education Law marked that compulsory education in my country has entered a new stage.
measure
The school entry age has been brought forward (previously it was 8 years old)
Sixty-three system, May Fourth system, nine-year consistent system, various forms coexist
teachers and students
Teachers and their professional qualities
Overview of the teaching profession
The nature of the teaching profession
"Teacher Law": Teachers are professionals who perform education and teaching duties. They are responsible for teaching and educating people, cultivating builders and successors of the socialist cause, and improving the national quality.
In 1966, UNESCO's "Recommendations on the Status of Teachers" clearly stated for the first time: the teaching profession is a specialized profession and teachers are professionals.
Teachers are educators, and the teaching profession is a profession that promotes individual socialization
Conditions for teacher professionalization
Possess specialized knowledge and skills
Have a professional ethics with dedication and service as the core concepts
Have authority and influence with complex knowledge and skills recognized by students and society
It has sufficient autonomy and self-discipline, and has a formal professional organization to manage industry services, training and qualification certification.
role of teachers
Teachers are the communicators of human culture and play the role of bridge and link in social development and human continuation.
Teachers are engineers of the human soul - Kalinin, who play a key role in character shaping
Teachers are developers of human potential and promote individual development.
Teachers are organizers and leaders of educational work and play a leading role in the educational process
The development history of the teaching profession
non-professional stage
Teaching is not an independent profession
Slave society regards geng as its teacher and monks as its teacher
professional stage
The rise of private schools and the emergence of an independent teaching profession
Chinese "Scholar" and Western School of Sophists
specialization stage
The emergence of educational institutions specializing in training teachers--normal education
The world's earliest normal education institution: France, 1681, Christian Brothers - the beginning of independent normal education in the world
The earliest normal education in my country: the late Qing Dynasty - 1897 Sheng Xuanhuai's "Nanyang Public School", and the outer school was the primary school affiliated with the Normal University (the earliest public primary school in my country)
The earliest article discussing teacher education in my country is Liang Qichao's "General Discussion on Reform"
Specialization stage
The demand for teachers has changed from "quantitative" urgent need to "qualitative" improvement
Independent normal colleges were gradually merged into colleges of arts and sciences, and teacher training was shifted to the education colleges or normal colleges of comprehensive universities - "universityization of teacher education"
October 1966 "Recommendations on the Status of Teachers": Teaching work should be regarded as a profession
In the "International Standard Classification of Occupations" formulated by the International Labor Organization, they are listed in the category of "experts, technicians and related workers" and have gradually gained distinct professional standards.
According to the 1993 Teachers Law, teachers are professionals who perform educational and teaching duties.
The 1995 "Teacher Qualification Regulations" further clarified the professional qualities that teachers should possess.
The professional role of teachers/Characteristics of the teaching profession
The biggest feature of the teaching profession is the diversity of teachers’ professional roles
The role of “evangelist” (engineer of the human soul)
"Where the Tao exists, the teacher exists."
The role of "teacher and puzzle solver" (teacher of knowledge, transmitter of human culture) - the most important role
Demonstrator role (role model)
Demonstration of teachers’ labor
Students are malleable and teacher-oriented
"Designer, organizer and manager of educational and teaching activities"
"Parental agent, parent" and "friend, confidant" roles
Teachers are “facilitators” of student learning
The role of "researcher" in education and teaching
Examine and analyze various issues in teaching theory and teaching practice from a researcher's perspective
Course "Developer, Builder" role
The role of "learner, scholar", student psychological health doctor, student spiritual cultivator, teaching leader and manager
image of teacher
Moral image - the most basic image
Cultural image--core
Personality image--the primary factor for students to get close to or alienate from teachers
Characteristics of teachers’ labor
The complexity and creativity of teachers’ labor
Complexity
The complexity of the nature of teachers' labor - it is professional behavior and highly complex mental activities
The complexity of teachers' labor targets--a wide variety of people
Complexity of labor tasks
complexity of the labor process
The complexity of labor means
Opponent was too willful
creativity
Mainly determined by the characteristics of the labor objects
Teaching students in accordance with their aptitude--"One key opens one lock"
Continuous updating of educational methods - there are methods for teaching, but there is no set method for teaching
"Educational Wit"
Performance: Taking advantage of the situation, adapting to changes, grasping the appropriate measures, and prescribing the right medicine.
Influencing factors
Teachers' attitudes towards work and students - prerequisites
The self-control and decisiveness of teachers’ will
Teachers’ profound knowledge and financial accumulation
Teachers’ thinking quality, ability, personality and temperament type
content
Insight, thinking, reaction, judgment, adaptability (no coordination)
The continuity and extension of teachers’ labor
continuity-time
There is no clear time limit for teachers’ labor; understand students’ past and current situation and predict future development
Extension--space
Inside and outside the classroom, inside and outside the school
The long-term and indirect nature of teachers’ labor
long-term/delayed
Talent training takes a long time, and the impact of education is not immediate.
indirectness
Not directly creating material wealth, using students as an intermediary to realize the value of teachers’ labor
The subjectivity and demonstration of teachers’ labor
subjectivity
Teachers themselves can become living educational factors and serve as role models.
Demonstrative
Teachers’ words and deeds, character, talents, academic attitude, etc. become the objects of student learning.
The systematic nature of teachers’ labor
It is determined by the systematic nature of education and the continuity of human physical and mental development.
Comprehensiveness of labor tasks
Cultivate students' multi-faceted development at the same time
Teachers in every subject should pay attention to the physical and mental development of students
Coordinating multiple educational impacts
The individual nature of teachers’ labor and the collective nature of labor results
individuality
Teachers’ labor is carried out in the form of individual labor
group nature
The fruits of labor are the function of the group
Teacher prestige
Overview of Teacher Prestige
Concept: essentially reflects a good teacher-student relationship
Classification
power prestige
Convince and prestige--the real prestige of teachers comes from the strength of personality
structure(content)
Personality prestige, intellectual prestige, emotional prestige, ideological prestige
Influencing factors
objective
Educational administrative agencies, school leaders, parents, society
attitude towards teachers
Subjective - the decisive factor
strength of character
Ways to build teacher prestige
Cultivate your own good moral character (basic conditions); develop good cognitive abilities and character traits; pay attention to the development of good appearance, demeanor and behavioral habits; give students a good first impression; be students' friends and confidants
The personality of an ideal teacher
Good at understanding students and patient: cheerful and optimistic; strong-willed and have a sense of humor
Teachers’ professional quality
moral quality
Treating the cause (it): the basic principles of teachers’ ethics in education that is loyal to the people
Treat students (you): love students
It is the core and soul of teachers’ professional ethics and the touchstone for measuring the level of teachers’ professional ethics.
Treat the collective (him): unity and cooperation
Treat yourself (me): be a role model to others
The distinctive sign that distinguishes teachers' professional ethics from other professional ethics - (the sign that distinguishes the teaching profession from other professions is teaching and educating people)
Knowledge literacy
Political theory accomplishment
Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory
Profound subject expertise (ontological knowledge)
The core of teachers’ knowledge structure and the necessary foundation
Extensive scientific and cultural knowledge
Necessary educational science knowledge (conditional knowledge)
Rich practical knowledge
Competence and literacy
language expression skills
Accurate, concise and scientific
Vivid and inspiring
A clever combination of spoken language and body language
Organizational management capabilities
Planning ability, organization and implementation ability, coordination ability, routine management ability, ideological work ability
Organizational education and teaching capabilities
Large scope, rich content
Self-regulation and self-reflection skills (higher educational resourcefulness)
Educational and scientific research ability, learning ability, ability to observe students, creative ability, ability to use modern technology
occupational mental health
Noble teacher ethics, pleasant emotions, good interpersonal relationships, and sound personality
Teachers’ professional ethics
Patriotic and law-abiding
Love and dedication to work
Love students
Requirements for loving students/How teachers love students
Comprehensive care for students
Care for all students, understand and tolerate students, and liberate students
Maintain positive and stable emotions towards students
Combine love with respect and trust
Combine love for students with strict requirements
Complete understanding of protecting dignity
Serve as a role model
Teaching and educating people
life-long learning
Three loves, two people, one life
Teachers’ professional qualities
Teacher expertise
Ontological knowledge, conditional knowledge, practical knowledge, cultural knowledge
Teachers’ professional skills
Teaching skills and teaching abilities
Teachers’ professional attitude
educational philosophy
professional affection
Professional ideal - motivation; professional sentiment - a sign of maturity; professional aptitude; professional self
Professional ethics
teacher professional development
The connotation of teachers’ professional development
Teacher professional development, also known as teacher professional growth
Professional development for teachers
Professional development of individual teachers
content
The establishment of professional ideals
It is the rational fulcrum of teachers’ professional behavior, the spiritual core of professional self, and the yearning and pursuit of educational professionals.
The formation of professional self
Develop your own style
Expansion and deepening of professional knowledge
Quantitative expansion, qualitative deepening, and optimization of knowledge structure
Ontological knowledge - the foundation. After ontological knowledge reaches a certain level, it will no longer be a significant factor affecting teaching.
conditional knowledge
practical knowledge
Improvement of professional abilities
It is the most prominent external manifestation of teachers’ comprehensive quality and the core factor in evaluating teachers’ professionalism.
Teacher’s professional personality
Improvement of professional attitude and motivation
The motivation basis of teachers’ professional activities
stage
Version 1
Not of concern - before receiving normal education
Virtual attention--normal student stage
Survival concerns--just joined the job
Task focus - focus on teaching
Focus on self-renewal - mature teachers, focus on professional development
Version 2 (Fowler and Brown)
Pay attention to the stage of survival-interpersonal relationships
Pay attention to the situational stage-teaching classroom
Pay attention to the stage of students - teach students in accordance with their aptitude
Version 3—Berliner
Novice stage
proficiency stage
Competency stage
Business lean stage
expert stage
new book bible biography
Paths to teacher professional development
teacher education
It is the initial and foundational stage of the development of educational specialization.
Orientation training
Change roles as soon as possible and adapt to the environment
On-the-job training/on-the-job further education
Mainly amateur, mainly self-study, mainly short-term
self education
The most direct and common way, the key
Three orientations of teachers’ professional development
rational orientation
expert
Practical-Reflective Orientation
itself
ecological orientation
Teacher group, teaching culture, teacher culture
Conditions for professional specialization of teachers
Teachers’ subject professionalism
Teachers’ educational professionalism
Have advanced educational concepts
new concept of education
A new outlook on students
New view of teaching activities
Have good educational ability
Have certain research capabilities
Dedication-is the first factor for teachers to become an excellent teacher
Teacher’s Personality Traits
Teachers’ good professional ethics
Principles of good professional ethics evaluation for teachers
objectivity
scientific
democratic
educational
Directionality
Teachers’ Rights and Responsibilities
teachers rights
The right to education and teaching--the most basic right
The right to conduct educational and teaching activities, carry out educational and teaching reforms and experiments
Right to scientific research/right to academic freedom
On the premise of completing teaching work, engage in scientific research and academic exchanges
Right to guide and evaluate/manage students
The evaluation of student conduct is very professional and no one is allowed to interfere.
Right to remuneration - material security
Get paid, paid time off
The right to democratic management/the right to participate in educational management
Provide opinions to the school and education administration department], Faculty and Staff Congress
Right to further training
It will not affect the normal education and teaching work of the school and participate in further training according to local conditions.
Teacher's Obligations
Be patriotic and law-abiding, be a role model, be dedicated to your job (complete education and teaching work), teach and educate people, care for students, and be a lifelong learner
student
Characteristics of students
Students are the objects of education
From the perspective of students’ own characteristics
students are dependent
Students are malleable
Students are teacher-oriented
Determine the exemplary nature of teachers’ labor
Students are the main body of self-education and development
Students are people with subjective initiative
Not passively accepting influence, but conscious and emotional
manifestation of subjective initiative
Consciousness/initiative-the most basic
"You want me to learn" - "I want to learn", no need for supervision
independence/autonomy
"I'll do it alone" No help needed
Creativity - Highest Performance
have transcendent consciousness
another version
subjective initiative
Independence, selectivity, regulation, creativity, self-awareness
Students are developing people
Students have different physical and mental development characteristics from adults
Students have great potential for development
Students have developmental needs
Students have needs for adult education care
Modern student outlook
Students are developing people, and we should understand them from a developmental perspective
Students have huge potential for development
Students are unique people
Have its own uniqueness and teach students in accordance with their aptitude
Students are independent persons
Every student is an objective existence independent of the teacher's mind and not subject to the teacher's will.
Main rights of students
The right to education--the most basic right of students
The right to complete the statutory years of education
right to learn
right to fair evaluation
Get a diploma
Personal rights - the most basic rights of citizens
right to physical and mental health
Life safety, lewd and horrific newspapers
right to personal liberty
search, confinement
right to personal dignity
corporal punishment
Privacy
property
Property ownership, inheritance rights, beneficiary rights, property rights in intellectual property
Student Obligations
Comply with laws and regulations
Observe the student code of conduct, respect teachers, and develop good moral habits
Study hard and complete the prescribed learning tasks - it is both a right and an obligation
Comply with the management system of your school or other educational institution
Three observances and one study
student's social status
The core spirit of the Convention on the Rights of the Child adopted by the United Nations in 1989 safeguards the status of adolescents and children as the subject of social rights.
The basic principles of this spirit
The principle of the best interests of the child, the principle of respecting the dignity of the child, the principle of respecting the views and opinions of the child, the principle of non-discrimination
Legal protection of juvenile rights
right to exist
right to education
right to be respected
right to safety
Version 2
right to exist
right to development
rights to protection
right to participate
Teacher-student relationship
Overview of the teacher-student relationship
The connotation of teacher-student relationship
The teacher-student relationship is the most basic and important relationship among people in the process of educational activities.
social relationship
It is the reflection of various social relationships between people in education and teaching.
Educational relationship/working relationship--the most basic
The relationship between educating and being taught, the relationship between organizing and being organized, and equal exchanges and dialogues formed in teaching
psychological relationship
The cognitive relationship between teachers and students is the basis of the psychological relationship between teachers and students; the emotional relationship is an important aspect
Ethical relations - the highest level
It has a restrictive and normative effect on other relationship forms
The modern teacher-student relationship model advocated in the new curriculum reform is a cooperative model
Two opposing views
teacher-centered theory
Herbart, Kailov
Emphasis on the authoritative role of teachers
child-centrism (student-centrism)
[France] Rousseau, Dewey
[France] Rousseau, Dewey
The content of the teacher-student relationship
Teaching of educational content-teacher-recipient relationship
The embodiment of students' subjectivity in teaching is not only the purpose of education, but also the condition for successful education.
Personality - equal relationship
Friendly and helpful relationship
Social ethics - mutual promotion relationship
Basic types of teacher-student relationships
Lippett and White's classification
Tough and arbitrary
Oral and dissatisfied
As soon as the teacher leaves the classroom, student discipline becomes visibly loose
benevolent and arbitrary
Most students like it, but hate it after seeing it through, relying on teachers, not creative, the quality of work may be good
Laissez-faire
Not only are their morals poor, but their studies are also poor. They shirk responsibility and no one knows what to do.
democratic
Lewin's classification based on "collective atmosphere" and "educational action research"
autocratic
command, authority, alienation
democratic
Openness, equality and mutual assistance
laissez-faire
disorder, randomness, indulgence
Establish a new teacher-student relationship
Characteristics of the new teacher-student relationship
Respect teachers and love students
Democratic equality - the premise and the most concentrated expression
Core requirements of modern teacher-student ethical relationship
"I love my teacher, and I love the truth even more"
Teaching and learning
Promote learning through teaching, learn from students, students can surpass teachers
psychological compatibility
psychological coherence
The role of good teacher-student relationship
It is the guarantee for the smooth progress of education and teaching work.
It is the basis for building a harmonious campus
It is the catalyst for achieving mutual learning in teaching.
Able to meet the diverse needs of students
Factors influencing good teacher-student relationship
Teachers
Teacher's attitude towards students, teacher's leadership style, teacher's wisdom, teacher's personality factors (cheerful personality)
Students
Students’ understanding of teachers
Environmental aspects
The interpersonal environment of the school and the organizational environment of the classroom
Ways and methods to establish a good teacher-student relationship
Teachers-a good teacher-student relationship first depends on teachers
Understand and study students - prerequisites; establish a correct view of students; improve the quality of teachers themselves; love and respect students; promote educational democracy; actively communicate with students and be good at interacting with students; correctly handle conflicts between teachers and students; improve legal awareness and protect students legal rights; strengthen the construction of teacher ethics
Students
Understand yourself and the teacher correctly
Environmental aspects
Strengthen the construction of campus culture
Strengthen study style education and promote the formation of good study style so that students have a good learning atmosphere
repair
The teaching process is the communication process between teachers and students with the theme of classroom
The relationship between teachers and students is an interactive subject
The teaching process is a special cognitive process
relation
course
Course Overview and Classification
Courses and their significance
course
The term "curriculum" first appeared in the Tang Dynasty - Kong Yingda's "Five Classics of Justice" "To maintain the curriculum (great cause), gentlemen must supervise it, and it must be governed by law."
inconsistent with modern meaning
Zhu Xi's "Collected Commentary on the Four Books" of the Song Dynasty "pays attention to deadlines but pays close attention to courses"
Consistent with modern curriculum
The earliest in the West - [English] Spencer "What Knowledge is Most Valuable"
"Runway - learning process" - the earliest professional term in the West to use curriculum in educational science
[U.S.] Bobbitt's "Curriculum" in 1918 marked the birth of curriculum as a specialized research field. This was the first monograph on curriculum theory in the history of education. The "activity analysis method" laid the foundation for scientific curriculum theory.
Taylor's "Basic Principles of Curriculum and Instruction" in 1949 - the cornerstone of modern curriculum theory and an academic classic of curriculum theory
course definition
Curriculum = sum of subjects (course), process and arrangement (course)
Goodlad
ideal course
Research institutions, academic groups and curriculum experts have proposed that
formal courses
Curriculum plans, curriculum standards, and teaching materials prescribed by the education administration department-the curriculum
lessons learned
What classroom teachers understand - lesson preparation
operational courses
Lessons actually implemented in the classroom
Experience courses
What students actually experience
other views
Curriculum is a teaching subject
subject knowledge
Courses and learning experiences
direct experience
Curriculum as Cultural Reproduction
What is reproduced is knowledge and disciplines: specifically referring to culture in knowledge
Curriculum as Social Transformation
Social Issues
The meaning of the course
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 for students to absorb knowledge; reasonable curriculum settings play a decisive role in students' all-round development; curriculum is the main basis for evaluating teaching quality and standards
Course type
The type of course is the way the course is organized or the kind of course design. The type of lesson is determined based on the teaching purpose and the specific tasks of the lesson
According to the inherent attributes of the subject
Subject courses
indirect experience
The oldest and most widely used course type
The "six arts" in ancient my country and the "seven arts" in the West - cultural knowledge
Advantages and Disadvantages
Advantages: Logic, systematic, simple, improve teaching efficiency
Hurry up; ignore students’ needs and interests and give less consideration to the interconnections between different subjects
Activity courses/experience courses
direct experience
Child-centered curriculum - Dewey; the first person to propose the idea of activity curriculum was Rousseau
Advantages and Disadvantages
Advantages: A course format centered on students’ needs and interests, organized by activities, and centered on the learner’s experience
Disadvantages: Subject knowledge is fragmented and it is difficult for students to master a complete subject knowledge system
Course content organization format
Subject courses/discipline courses
Comprehensive courses
[UK] Whitehead, 1912 "The Aims of Education"
A subject that breaks the traditional knowledge areas of divided courses and combines two or more subject areas.
Classification
Subject-based comprehensive courses/
Using subject or cultural knowledge as the basis for curriculum integration
Classification
Related courses
Various disciplines with scientific connections do not break the boundaries of disciplines
Languages and History, Mathematics and Physics
Integrated Curriculum
A new discipline synthesized from several related disciplines, breaking the boundaries of disciplines
zoology, botany
Wide area courses
A comprehensive course formed by combining content from adjacent subjects
Comprehensive natural subjects
Main course
"Problem courses" are based on questions, closely integrated with life, and multi-disciplinary and cross-field
Socially oriented comprehensive curriculum
Issues derived from social life are the core of curriculum integration, enabling learners to adapt to or transform contemporary social life.
Comprehensive child-centered curriculum
Advantages and Disadvantages
advantage
Connect various disciplines to solve practical problems and reduce the variety of subjects
shortcoming
The logic of the subject itself makes it difficult to write assessments
According to the requirements of course planning and course implementation
Required courses
Cultivate and develop students’ commonalities
Elective Courses
Develop students’ interests, hobbies and personality strengths
Subjects developed and managed according to curriculum design
national curriculum
The minimum standards and basic requirements promulgated by the national education administrative department
local curriculum
Provincial education administrative departments meet the practical needs of local social development
school-based curriculum
Formulated by teachers to demonstrate the school's educational purposes and characteristics, "student-oriented" to promote personality development
According to the tasks of the course
Basic course
Basic knowledge and basic skills, "three basics" reading, writing and arithmetic
Extended courses
Broaden students' knowledge horizons and develop students' various special abilities
research courses
Putting students first, cultivating students’ inquiry attitudes and abilities
according to presentation
explicit curriculum
Explicit courses, formal courses, official courses, open courses
The main feature is planning
hidden curriculum
Also known as potential curriculum and spontaneous curriculum - Jackson's "Class Life" in 1968, characteristics, internal factors, randomness, uncertainty
Manifestations
conceptual hidden curriculum
Ideology: school ethos, values, teaching style, guiding ideology
material hidden curriculum
School buildings, teacher settings, campus environment
institutional hidden curriculum
School management system, class management methods
psychological hidden curriculum
School interpersonal relationships, teachers’ mentality and behavior
can be converted into each other
Course features
Tool type, knowledge type, skill type, practical type
Tips to remember: From the perspective of course functions, it is divided into: "actual workers" practical courses, skill courses, knowledge courses, and instrumental courses
Factors constraining the curriculum
society
Social needs
Knowledge
Subject knowledge level
child
Learners’ physical and mental development needs
Curriculum theory is also a factor that restricts curriculum
Main course genres
Student Center Curriculum Child Center Curriculum/Activity Curriculum
Representative: Dewey
View
Organizations should be psychological
Advocates using children's direct experience as teaching material content
Subject Center Courses/Knowledge Center Courses
Elementalism Curriculum
Representative: Bagley
In the 1930s, traditionalist education/conservative education emerged in the United States as opposed to progressive education.
common elements
"New Three Arts" Mathematics, Natural Sciences, and Foreign Languages
The first thing to consider is the interests of the country and the nation
Subject courses are the best way to provide students with experience, focusing on the transfer of systematic knowledge
structuralism course
Representative: Bruna
"Any subject can be taught to anyone in any way"
Taking the subject structure as the center of the curriculum, we believe that human learning is a process of continuous improvement and perfection of cognitive structure
Course preparation is based on students' thinking development level, using a spiral approach to weave courses
discovery teaching method
Eternal theme course
Representative: Hutchins
What knowledge is most valuable or how to choose subjects for educational purposes
"Eternal subjects" are the core of the curriculum-Classics
Social Center Curriculum/Social Transformation Curriculum
Representatives: Bramelder, Freire
Developed to meet social needs, the curriculum focuses on contemporary social issues (Comprehensive Curriculum Core Curriculum)
existentialism course
Representative: [US] Naylor
When defining the curriculum, an important prerequisite is to recognize that the student is personally responsible for his or her own existence - the curriculum is ultimately determined by the needs of the student
Humanities are the focus of the curriculum and are opposed to fixed courses
Pay attention to exploring students' life value and pay attention to students' emotional reactions, which is conducive to establishing a harmonious teacher-student relationship.
postmodern curriculum theory
Representative: [US] Dole
On the basis of criticizing Naylor's model, the postmodern curriculum standards are summarized as "4R"
Richness, circularity, relevance, rigor
Humanistic Curriculum/Humanity-Centered Curriculum
Representative: Rogers
Shift the focus of the course from textbooks to individuals - not exclusive of learning knowledge
Curriculum adapts to students' internal and external needs--the principle of "appropriateness" of course content
Teaching is about teaching children, not teaching materials. Children must participate in the teaching process
Meaningful free learning that establishes a direct connection between students and knowledge
The organization of course content emphasizes "integration"
Course objectives
connotation
It is the basis for determining course content, teaching objectives and teaching methods, and is the most critical principle in the entire course preparation process.
Course objectives are time-limited, specific, predictable, and operable.
A complete course objective system should include
Outcome goals - specific, knowledge areas
Experiential goals--emotional process domain
Expressive Goals--Production Domain
Classification of course goal orientations
universal goal orientation
General educational purposes and principles, which have universal guiding value for various subjects and common requirements (not specified)
Advantages: Directional, directive
Disadvantages: vague, generalized, lack of scientific basis, and somewhat arbitrary
behavioral goal orientation
The course goal is to expect students' learning results and has the functions of guidance, control, motivation and evaluation.
Its basic characteristics: clear goals, specific and operable
Bobbitt - the proposer of "behavioral goals"; Taylor's curriculum goal theory; Bloom's taxonomy of educational goals - cognitive, emotional, motor skills - my country's "new three-dimensional goals"
advantage
Accurate and specific, the teaching is comparable between different schools and the same subject, which is conducive to teachers' control of teaching goals and directions.
shortcoming
Ignoring content that is difficult to quantify and measure, the behavioral goals in advance may not be suitable for the actual teaching situation.
generative goal orientation
Germination: Dewey's proposition that "education is growth"
In educational situations, goals that arise naturally as the educational process unfolds—spontaneous, unexpected, and against predetermined
Stenhouse "Process Model"
Humanistic curriculum theory is the extreme form of generative goal development
advantage
Take into account students' changes in interests, ability formation and personality development; regard education as a process rather than a result
shortcoming
High demands on teachers, adding a lot of extra work to teachers
expressive goal orientation
Eisner: Everyone is different-personalized and diversified
Focus on students' creative spirit and critical thinking, suitable for course arrangements focusing on student activities
Painting, playing, making; different perspectives on one thing
advantage
Give full play to students' autonomy and subjectivity, and pay attention to individual differences
shortcoming
The expression is too vague. In some scientific fields, it is difficult to ensure that students can master the necessary learning content.
relation
educational purposes
Overall and highly general, the course objectives are specific
Training objectives
It is mainly achieved through the curriculum set up by the school. The curriculum goal is the subordinate concept of the training goal.
teaching objectives
It is the progress and concreteness of curriculum objectives, the basic basis for guiding, implementing and evaluating teaching, and the standard of teaching results that teachers and students are expected to achieve in subject teaching activities. Teaching objectives are the subordinate concept of curriculum objectives.
Educational objectives, training objectives-teaching objectives: are a closely related system. The upper-level goals restrict the goals of the next level. The next goal is the implementation and concreteness of the goals of the upper level.
Determination basis
Learners’ needs (research on students) – main basis
The needs of contemporary social life (study of society)
Subject knowledge and its development (research on subjects)
When determining curriculum goals, we must first consider the knowledge subjects that have been organized by human society
3D course objectives
Knowledge and skills
Emphasis on the acquisition of basic knowledge and basic skills - traditional "double-based teaching"
Process and Method
Let students “learn to learn”
Emotional attitudes and values
Stimulate students' emotional resonance, arouse students' positive attitude experience, and form correct values
Course content
School Education-(Core)→Course-(Core)→Course Content
content
Lesson Plan-Teaching Plan
It reflects the country’s unified requirements for schools and is the main basis for compiling curriculum standards and teaching materials for various subjects.
Guiding documents on school education and teaching formulated by the education administration department
Fundamental contents
guiding ideology
Training objectives
The setting of teaching subjects (curriculum setting) - is the center and primary issue of curriculum planning
Subject sequence (course opening sequence)
Class allocation (teaching hours)
Academic year preparation
School week schedule
examination system
Implementation requirements
Characteristics of teaching plans at the compulsory education stage
Mandatory; universal/popularity; basic
Tips to remember: Teaching plan for the compulsory education stage: "Grab the jeep" Compulsory basic universality
Lesson Plan Design Principles
Wholeness
basic
open type
When formulating curriculum plans, the complexity of social, school, student and other conditions should be fully considered, and the executors of the curriculum plan should be given independent space to ensure that they can implement the curriculum plan in an open, flexible and concrete manner.
Curriculum Standards - Syllabus
Each subject is written in the form of an outline and is a guiding document on the teaching content of the subject. It is a sub-discipline development of the teaching plan.
It stipulates the teaching objectives and tasks of the subject, the scope, depth and structure of knowledge, the teaching progress and the basic requirements for teaching methods.
Principles of Curriculum Standard Design
The complete course standard consists of five parts: preface, course objectives (central link), content standards (specifications are clear and understandable), implementation suggestions, and appendices.
Tips for remembering: The composition of curriculum standards: "Records from the previous class" Preface to the curriculum objectives and content standards Implementation Suggestions Appendix
Teachers are not the executors of textbooks, but developers of teaching plans (curriculum). Teachers "teach with textbooks, not teach textbooks"
From the perspective of value orientation, from "syllabus" to "curriculum standards" and changes in value orientation
Curriculum value orientation: from elite education to mass education
Course goal: From focusing on cognitive level to focusing on overall quality
Course management: from unified rigid regulations to open and flexible management
From subject knowledge system-based to student development-based
From guiding teachers’ teaching work to guiding course implementation and development
The syllabus is the highest requirement, and the curriculum standards are the minimum (basic) requirements.
effect
It is the direct basis (fundamental basis) for writing textbooks and teachers teaching, and is also an important criterion for measuring the teaching quality of various subjects.
National curriculum standards are the basis for textbook compilation, teaching, assessment and examination propositions, and are the basis for national curriculum management and evaluation.
Textbook
Curriculum standards are the basis for compiling teaching materials, and teaching materials are the main carrier of curriculum standards.
The teaching materials are compiled according to the curriculum standards and are teaching materials that systematically reflect the subject content.
Textbooks- (main body) → textbooks, handouts; textbooks- (main body) → texts (including physics, chemistry)
Textbooks and handouts are the main body of teaching materials, important tools for students to acquire systematic knowledge, and the main basis for teachers to teach.
The new curriculum treats textbooks as "springboards" rather than "Bibles" and "teaches with textbooks" rather than "teaching textbooks" and encourages teachers to go beyond textbooks.
Principles of writing
Unification of scientific nature and ideological nature
Emphasis on the basics and applicability of content
The internal logic of knowledge and the unity/cohesion and sequence required by teaching methods
How the textbook is organized
Spiral arrangement
According to the students' receptive ability, according to the complex and simple, deep and shallow, difficult and easy, repeated, gradually expand and spiral upward
Linear arrangement
The content of the teaching materials is interlocking and advances in a straight line without repetition.
Organization of course content
Linear and spiral
vertical organization vs. horizontal organization
vertical organization/sequential organization
Organize and arrange course content-direction according to the logical sequence of knowledge, from known to unknown, from concrete to abstract, etc.
horizontal organization
Break the boundaries of disciplines and organize the course content into relatively independent topics based on the issues that students need to explore during their development stage and are of greatest concern to society and individuals - similar to core courses
Logical order vs. psychological order
logical sequence
According to the system of the subject itself and the internal connection of knowledge - traditional education
mental sequence
According to the characteristics of students' psychological development - modern education
The essence of the unity of logical sequence and mental sequence is to unify students and courses in terms of curriculum outlook. In terms of student outlook, it is reflected in unifying students' "future life world" and "real life world"
course structure
concept
Concept: It is the organization and coordination of various parts of the course, that is, the organization method in which the course content is organically linked together.
Classification
Horizontal structure (curriculum scope)
Vertical structure (sequence of courses)
linear course
Straight line advancement, no repetition
spiral curriculum
According to the principle of solidity
Contents of the new course structure
Establish a nine-year consistent compulsory education curriculum as a whole
Primary schools focus on comprehensive courses
Middle schools mainly focus on a combination of subject-specific and comprehensive courses.
High schools mainly focus on subject-specific courses
Three levels of high school curriculum structure
learning area
Horizontal connections between different disciplines (integrated arts and sciences)
suject
module
Divided into units and topics
Set up comprehensive practical activity courses from elementary school to high school as a compulsory course
repair
Tips to remember: The curriculum concept of the comprehensive practical activity class: When the chicken comes back, it will stand up and speak. "Return to the living world based on interest and direct experience, focus on practice, focus on innovation, and take research-based learning as the leading factor."
Tips for remembering: The nature of the comprehensive practical activity class: "teaching comprehensive teachers to start vocabulary classes" comprehensive/holistic, practical, open, generative and autonomous
Tips to remember: Characteristics of the curriculum: Elementary school, junior high school: "Development, basic, universal high school: "Choose the time" - Selective era, basic
Course management
policy
1985 "Decision of the Central Committee of the Communist Party of China on the Reform of the Education System": Implementing the principle of local responsibility for basic education and hierarchical management
1999 "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Comprehensively Promoting Quality Education": Trial implementation of national curriculum, local curriculum and school curriculum
2001 "Basic Education Curriculum Reform Outline (Trial)": clearly stipulates the implementation of a three-level curriculum management system of national, local and school levels
Level 3 Course Management
national curriculum
Curriculum prepared and approved by the central education administrative agency
Purpose: To ensure that the country achieves the training goals of general education and improves the level of general education, and stipulates the basic knowledge and basic skills that students should master
local curriculum
Provincial education administrative departments, based on local political, economic, cultural and national development needs
The purpose is to supplement and enrich the national curriculum and meet regional differences.
School curriculum/school-based curriculum
Focus on students’ interests, school characteristics and local courses. The main body of curriculum development is teachers. The form is elective courses.
Supplement to the National Curriculum
Curriculum Design and Implementation
Course Design
concept
Systematic activities to produce curriculum plans, curriculum standards and textbooks (teaching materials) with purpose, plan and structure
level
Macroscopic, mesoscopic, and microscopic (students’ existing foundation and learning status, teachers’ own conditions, and available curriculum resources)
model
Taylor's goal model
Taylor is known as "the father of contemporary educational evaluation" and "the father of modern curriculum theory"
The goal model, which takes goals as the basis and core of curriculum development, is the classic model of curriculum development - the most authoritative
1949 "Basic Principles of Curriculum and Instruction" - the bible of modern curriculum theory, an academic classic, and the cornerstone
Four Questions/Four Steps in Curriculum Development
What goals should the school pursue? (Determine goals) -- the most critical
in accordance with
Learners’ own needs-1-Children
The requirements of contemporary life outside school - society
Expert advice - knowledge
How to select and form learning experiences? (Select Experiences)
How to effectively organize learning experience? (Organizational experience)
criteria
continuity
sequentiality
Integration
How can you be sure that these goals are being achieved? (Evaluation Results)
Taylor's principle
Objectives, content, methods, evaluation - course objectives are the most critical step
Advantages and Disadvantages
Advantages: There are rules to follow, easy to operate
Disadvantages: ignores actual teaching; reduces the autonomy of teachers and students in the teaching process: has unobservable goals (emotions, attitudes...)
Stenhouse's process model
Opposing the goal model's overemphasis on expected behavioral results - "goals" while ignoring the shortcomings of "process"
The ideological origins of the process model can be traced back to Rousseau and the rise of the progressive education movement.
Curriculum development is a continuous research process, with evaluation and revision throughout the entire process. Teachers are the core figures of the entire process.
Dimensions of course design
horizontal organization
According to the overall idea of course design, the content of each course set up for a certain grade or several grades should be carried out one by one in strict accordance with the scheduled course sequence.
vertical organization
Make students' learning gradually deepen and fully reflect and utilize students' growing maturity.
Curriculum Implementation
concept
The process of putting the formulated curriculum plan into practice is the basic way to achieve the expected curriculum goals.
Operational structure
Arrange the course schedule--the first step
Analyze teaching tasks
Study students’ learning characteristics (uniqueness, stability, development, flexibility)
Choose and determine the teaching mode
Plan teaching units and lessons
Organizing teaching activities--basic approach
Evaluate the process and results of teaching activities--the final link
Principles to be followed when arranging a course schedule
integrity principle
Think about the big picture and put each course in the right place to achieve its best results
migration principle
Give full consideration to the interaction between various disciplines
physiological fitness principle
Keep students' brain function and physical fitness in a highly optimized state
three orientations
loyalty orientation
Unable to change, faithfully implement the lesson plan
mutual adaptation orientation
Mutual adjustment of curriculum plan and practical situation-plan changes
creative orientation
The process of co-creating new educational experiences between teachers and students based on specific educational situations
Course evaluation
Including evaluation of the course itself and evaluation of students' academic performance
model
target evaluation model
"Father of Curriculum Evaluation"-Taylor
Only focusing on the expected goals while ignoring other elements and the rich course practice process
target free mode
[US] Scriven
Focus on unexpected results, actual results
CIPP evaluation model
[US] Stafforbeam
background assessment
Enter review
process evaluation
Outcome evaluation
CSE evaluation model
Steike proposed that Cuba and Lincoln further develop
Course resources
concept
Curriculum resources are the basis of curriculum construction and refer to all kinds of resources that are beneficial to student development.
Teaching materials are the core and main component of course resources
Classification
According to source
On-campus course resources
Off-campus course resources
According to nature
Nature curriculum resources (mountains, water)
Social Curriculum Resources (Artificial)
according to the way of existence
Explicit course resources (visible)
Hidden curriculum resources (spiritual, cultural, school...)
Features
New course resources for materials--(teaching materials, experimental equipment) can act on the source of materials
Conditional course resources--(money) can only affect the course itself
Special course resources
Curriculum standards and teaching materials are the most basic curriculum resources
Teachers are the most important curriculum resources
Students are both consumers and developers of course resources
The teaching process is a process in which teachers and students use curriculum resources to jointly construct knowledge and life. It is a dynamic curriculum resource.
New Curriculum Reform
Overview of the new curriculum reform
Background, goals and development trends of the new curriculum reform
The guiding ideology and fundamental tasks of the new curriculum reform
Deng Xiaoping's "Three Aspects"
Education must be oriented toward modernization
Facing the world
face to the future
Direct appeal and ultimate goal
Rebuilding school culture
Theoretical basis
Constructivism, multiple intelligence theory, humanism, postmodernism, comprehensive human development theory
constructivism, multiple intelligences
specific goals
1. Realize the transformation of course functions (core goals/three-dimensional goals)
Knowledge and Skills (Basic)
Process and Method (Key)
Emotional attitudes and values (ultimate goal)
2. Reflect the balance, comprehensiveness and selectivity of the course structure
Balance
Scientifically and reasonably allocate course types, content, and class hours
Comprehensive
Strengthen the comprehensiveness of disciplines
Set up comprehensive courses
Add comprehensive practical activities
Selectivity
Students’ interests, hobbies, and personalities
3. Closely connect the course content with life and times
Knowledge, students, social integrated development
4. Improve students’ learning methods (core task)
learning method
Autonomy
Independence is the soul
cooperate
Heterogeneity within groups, homogeneity between groups
Explore
Hands
View of learning styles: constructivism
5. Establish an evaluation and examination system consistent with quality education
Advocate: "Based on the process and promote development" course evaluation
developmental evaluation system
Establish a thinking evaluation system that promotes students' comprehensive development
An evaluation system that promotes continuous improvement of teachers
Establish an evaluation system based on teachers’ self-evaluation, with the participation of principals, teachers, students and parents.
Think of evaluation as a system
6. Implement a three-level course management system
Implement three-level curriculum management at the national, local and school levels
repair
Current decentralization, previously - centralization - state management
Work policy
Establish first and then break, experiment first and then promote
New course structure
Meaning: Curriculum structure refers to the organic unity composed of various course types and various course subjects in a certain proportion or relationship in the school curriculum system.
The knowledge composition of the course is the core issue of the course structure
The morphological structure of the course is the skeleton of the course structure
Curriculum structure is the link that transforms curriculum objectives into educational outcomes and is the basis for the smooth development of curriculum implementation activities.
The shortcomings of our current curriculum
Single course type
Subject weight imbalance
my country’s new curriculum structure
Nine years of consistency
New course concepts
The concept of new curriculum reform
core concept
People-oriented, student-oriented
For the rejuvenation of the Chinese nation and the development of every student
Basic idea
Promote curriculum adaptability and democratization of management to create a personalized school culture
Rebuilding curriculum structure and advocating harmonious development of education
Enhance student subjectivity and focus on student experience
Teaching Theory in New Curriculum
Teacher role (see vinegar with salt)
From the perspective of the relationship between teachers and students, teachers are promoters of student learning (core characteristics) - teaching and educating people
From the perspective of the relationship between teaching and research, teachers are researchers of education and teaching - Stenhouse first mentioned
From the perspective of the relationship between teaching and curriculum, teachers are the developers and builders of curriculum
From the perspective of the relationship between learning and community, teachers are community-based development teachers.
Teacher behavior (you, it, me, him)
Treat the teacher-student relationship with emphasis on respect and appreciation
Treat the teaching relationship with an emphasis on help and guidance
Treat yourself and emphasize reflection
Relationships with other educators, emphasizing collaboration
Student view (two singles and one shot)
Students are developing people
Students are unique people
Students are independent persons
Comprehensive development of teaching concepts (learning to excel)
Teaching shifts from "educator-centered" to "learner-centered"
eg: In the materials - mobilize students' enthusiasm, encourage students to participate, and consider students' opinions
Shift from "teaching students knowledge" to "teaching students learning"
eg: In the materials—teaching students how to learn
Shift from "focusing on subjects" to "focusing on subjects and more on people"
eg: In the materials—pay attention to students’ emotions, emotions, morality and personality
From "emphasis on conclusions over process" to "emphasis on conclusions over process"
eg: In the materials—encourage and guide the analysis of problems
repair
The teaching concept of communication and interaction
Faculty-Student Relationships: Partnerships
Teaching is not only a process in which teachers teach students to learn, but also a process in which teachers and students interact, actively interact and develop together.
Open and generative teaching concepts
Put forward from the perspective of teaching purpose
Teaching is not only a process of curriculum delivery and execution, but also a process of curriculum creation and development.
Views on Teaching Content in New Curriculum
The teaching concept of "teaching with teaching materials"
Concept of teaching materials in creative use of teaching materials
Democratic, open and scientific curriculum view
Teaching has shifted from "focusing on subjects" to "focusing on subjects and more on people"
Teacher-student relationship in new curriculum
ethical relationship
The advancement of the new curriculum should be committed to establishing relationships that fully embody the spirit of respect, democracy and development.
1. Establish the idea of educational democracy
2. Improve legal awareness and protect students’ legal rights
3. Strengthen the construction of teacher ethics and purify the relationship between teachers and students
emotional relationship
Emotional relationships should be established based on comprehensive interactions between teachers and students’ personalities
1. Teachers should treat students with sincerity and care for them
2. Show the charm of the teaching process and taste the joy of successful teaching
3. Improve your personality and show your personal charm
requirements for teachers
1. Establish democratic ideas in education and respect students
2. Improve legal awareness and protect students’ legal rights
3. Strengthen the construction of teachers and students and purify the relationship between teachers and students
4. Establish a good emotional relationship between teachers and students
5. Show the charm of the teaching process and improve the attractiveness of teaching activities
6. Improve your personality and show your personal charm
Views on learning styles in the new curriculum
Self-learning
Features
Active learning emphasizes initiative. "I want to learn, I want to learn"
Independent learning, "I can learn", independence is the soul of independent learning
metacognitive monitoring
Effectiveness (the effect of learning, role)
Relativity (teacher guidance)
inquiry learning
Character: Schwab
Process: Problem Stage—Plan—Research—Explanation—Reflection
type
receptive inquiry
discovery inquiry
Features
Openness, problem, creativity, generativity, initiative, process
Cooperative learning
Number of people: 4~6 people is best
Features
Heterogeneity within groups, homogeneity between groups
Set group goals
Implement group evaluation and reward mechanisms
Clear personal responsibility and equal opportunity for success
Basic characteristics of learning methods
Initiative—(I want to learn)—primary characteristics
Independence—(I can learn)—core characteristics
Uniqueness - having personality
Experiential (prominent feature) - I participate
Problematic—I think
Communicative-I interaction
Innovation—I innovate (key points)
The basic spirit of changing learning methods in the new curriculum reform: independence, innovation, and cooperation
Development, utilization and management of course resources
Development and utilization of course resources
Meaning: Development and utilization of course resources
Features
Potential (the basis and prerequisite for curriculum development)
Diversity
polymorphism
Dynamic
develop
main body:
Country, local, school, teacher, student (consumer developer)
repair
The most important course resource: teachers
Basic and specific curriculum resources: Curriculum Standards Textbooks
Steps: State-Local-School
in principle
openness principle
scientific principle
economic principle
personality principle
priority principle
social principle
The problem of adaptationism: Be good at making use of familiar course resources around you
Level 3 Course Management
meaning
Curriculum management refers to the process of coordinating the relationship between people, things and courses in an organized manner under certain social conditions, guiding the construction and implementation of courses, and achieving the intended purpose.
Classification
management style
dynamic management
static management
Management scope size, nature, purpose, tasks
Macro management
micromanagement
management mode
The nature of the national curriculum
Curriculum standards are different from syllabuses (textbooks). They are not specific provisions on content, but a description of student learning results.
It is the lowest, common, and unified requirement for a certain learning stage, not the highest requirement.
The description of standards is hierarchical, attainable, evaluable, and understandable
It implies that teachers are not the executors of textbooks, but the developers of teaching plans (curriculum)
The scope of the standards should address the "whole person" domain: including the student's cognitive, affective and motor skills
National curriculum standards are of statutory nature and are the basis for textbook preparation, teaching and learning, curriculum management and evaluation.
local curriculum
meaning
Effective local implementation of the national curriculum
Curriculum developed and designed locally based on local actual or special needs
Features
Regional
Targeted
Adaptability
openness
School-based curriculum/school curriculum
School-based curriculum is a curriculum developed based on the school
Its development body is a group of teachers (teachers)
New course evaluation
New Course Evaluation Overview
concept
Curriculum evaluation refers to an activity that uses various qualitative and quantitative methods to systematically collect relevant information based on certain evaluation standards to make value judgments on curriculum planning, implementation, results and other related issues and to seek ways to improve the curriculum.
Features
Pay attention to development, downplay screening and selection, and realize the transformation of the evaluation function
Pay attention to comprehensive evaluation, pay attention to individual differences, and achieve diversification of evaluation indicators
Emphasis on qualitative evaluation, combining qualitative and quantitative methods to achieve diversification of evaluation methods
Emphasis on participation and interaction, combining self-evaluation with other-evaluation to achieve diversification of evaluation subjects
value orientation
Goal-oriented course evaluation (in plan)
Process-oriented course evaluation (student evaluation in the process)
Subject-oriented course evaluation (development between teachers and students, evaluator and evaluee)
five transformations
Evaluation purpose
Shift from screening and selection to educating people
Evaluation subject
From singleness to diversification and interaction
Evaluation object
Shift from only intellectual education to all six aspects of education
Evaluation time
Shift from fixed course schedule to flexible learning
Shifting from classroom teaching to directional learning in space
Evaluation method
From quantitative assessment to qualitative assessment
repair
Six educations (five educations - moral, intellectual, physical, artistic and labor; heart - mental health)
Trends in new course evaluation
tendency
developmental assessment
Qualitative evaluation
Diversified teaching evaluation
Delay evaluation
classroom observation
Growth record bag
process evaluation
Key points of reform in new curriculum evaluation
Key points of reform of student evaluation
Establish an indicator system to evaluate students' comprehensive development
Pay attention to process evaluation
Exams are just a way of student evaluation
Key points of reform in teacher evaluation
Break with tradition
Emphasis on "self-evaluation"
"Learning and teaching"
Key points of reform in curriculum implementation evaluation
Establish an evaluation system that promotes continuous curriculum development
Promote the implementation and development of new curriculum based on school evaluation
Key points of examination reform
Examination Content
Examinations
Exam results processing
It is not allowed to publish results and rank according to test scores.
About the entrance examination and admissions system
Basic characteristics of current curriculum evaluation development (developmental evaluation)
Pay attention to development, downplay screening and selection, and realize the transformation of the evaluation function
Pay attention to comprehensive evaluation, pay attention to individual differences, and achieve diversification of evaluation indicators
Emphasis on qualitative evaluation, combining qualitative and quantitative methods to achieve diversification of evaluation methods
Emphasis on participation and interaction, combining self-evaluation with other-evaluation to achieve diversification of evaluation subjects
Pay attention to the process and combine summative evaluation with formative evaluation to achieve a shift in the focus of evaluation thinking
Teacher evaluation in new courses
Teacher evaluation classification
How information is collected
Teacher competency evaluation
teacher performance evaluation
Teacher Effectiveness Evaluation
Purpose
Rewarding teacher evaluation
developmental teacher evaluation
Teacher Evaluation Principles
Principle of objectivity (principle of scientific nature)
directional principle
comprehensiveness principle
principle of pluralism
initiative principle
feasibility principle
Teacher evaluation system and requirements
system
The "Basic Education Curriculum Reform Outline (Trial)" points out that it is necessary to establish an evaluation system to promote teachers' continuous improvement, emphasize teachers' reflection on their own teaching behaviors, and establish an evaluation system based on teachers' self-evaluation with the participation of peers, students, and parents.
Require
Teacher evaluation under the new curriculum should combine reward and punishment evaluation with developmental evaluation, and focus on developmental evaluation
Combine teacher self-evaluation, peer evaluation, and leadership group comprehensive evaluation
Implement full employee evaluation, comprehensive evaluation and overall evaluation
Adhere to the combination of quantitative evaluation and qualitative evaluation
Student evaluations in new courses
student evaluation form
Relative evaluation – comparing with others
Absolute evaluation—goal
Intrapersonal evaluation—comparison with oneself
Improvement of student evaluations
Establish a scientific concept of evaluation
Improve evaluation content and standards
Improve evaluation methods and means
Requires the participation of multiple evaluation entities
Use appropriate evaluation language
Growth record bag
concept
Growth record bag, also known as growth portfolio, mainly refers to collecting and recording relevant materials evaluated by students themselves, teachers or peers, students' works, reflections and other relevant evidence and materials, etc., in order to evaluate student learning and progress status
type
Evaluation purpose
Display type growth record bag (result type)
Progressive growth record bag (process type)
Evaluation growth record bag
Classroom teaching evaluation
multidimensionality principle
process principle
principle of authenticity
developmental principle
Reforms in course management and course resources
Realize national, local and school-level curriculum management
Implement a two-way management mechanism that is primarily top-down and supplemented by bottom-up
New curriculum reform
The core of education reform is curriculum reform. The core of curriculum reform is the reform of learning methods, that is, changing from mechanical learning to heuristic learning and advocating independent, cooperative and inquiry learning.
logo
"Basic Education Curriculum Reform Outline (Trial)"--The Eighth Curriculum Reform in 2001
fundamental tasks
Adjust and reform the curriculum system, structure and content of basic education, and build new curriculum standards that meet the requirements of quality education
Theoretical basis
Constructivism, Multiple Intelligence Theory, (Humanism)
Development trends of countries around the world
Pay attention to the modernization and comprehensiveness of course content (without standardization)
Pay attention to the structuring of basic subject knowledge
Pay attention to ability development
Pay attention to individual differences
Overall goal (core concept)
The core of education reform is curriculum reform, and the core of curriculum reform is learning style reform.
core concept
Education is "people-oriented", that is, everything is for the development of every student
Specific performance
Curriculum value orientation of whole-person development
Curriculum culture view integrating science and humanities
Curriculum Ecology View of Returning to Life
A creation-oriented (generative) perspective on curriculum practice
A democratic perspective on curriculum policy
six specific goals
Realize the transformation of course functions--core goals and new three-dimensional goals
Reflect the balance, comprehensiveness and selectivity of the educational structure
Class hour ratio, comprehensive courses, school-based courses and elective courses
Close connection between course content and life and times
Improving students' learning methods--curriculum implementation
From rote memorization and acceptance learning to independent collaborative inquiry learning
Establish an evaluation and examination system consistent with the concept of quality education
Change the over-emphasis on screening and selection functions;
Promote student development and teachers’ functions to enhance and improve teaching practices
Implement a three-level course management system
Change
The core concept is: for the rejuvenation of the Chinese nation and for the development of every student
student view
Students are developing people
Students are unique people
Students are independent persons
Teacher's view
From the perspective of the teacher-student relationship, teachers are the facilitators of student learning - first and foremost
From the perspective of the relationship between teaching and research, teachers are researchers of education and teaching - the application of education and teaching concepts
From the perspective of the relationship between teaching and curriculum, teachers are the developers and builders of curriculum - creative orientation, school-based curriculum
From the perspective of the relationship between the school and the community, teachers are community-based and open teachers
Changes in teaching behavior
When it comes to the relationship between teachers and students, the new curriculum emphasizes respect and appreciation
When dealing with teaching relationships, emphasis is placed on helping and guiding - the inspirational principle
When it comes to treating oneself, the new curriculum emphasizes reflection. Posner: Experience Reflection = Growth
In the relationship with other educators, the new curriculum emphasizes cooperation. Educational synergy: "5 2=0" phenomenon
Teaching concept
Teaching changes from "educator-centered" to "learner-centered" - teacher-student relationship (not student-centered)
Shift from "teaching students knowledge" to "teaching students learning"
Shift from "emphasis on conclusions" to "emphasis on conclusions and at the same time emphasis on process"
Shift from "focusing on subjects" to "focusing on people"
Performance
Pay attention to every student; pay attention to each student's emotions; pay attention to the student's morality and personality
Learning style - salient features, core tasks
The basic spirit of the transformation of teaching methods and learning methods is independence, cooperation and innovation.
Self-learning
Pay attention to learners’ subjectivity and initiative
Features
It is a kind of active, independent and metacognitive monitoring learning.
inquiry learning
It is a kind of problem-based learning
Features
Autonomy, openness, process, practicality
learning process
Problem phase, planning phase, research phase, interpretation phase, reflection phase
Cooperative learning
Students study in groups, with a clear division of labor
Principles for dividing groups
Heterogeneous in the same group; Homogeneous in different groups/Homogeneous between groups; 4-6 people, clear personal responsibilities to ensure equal chances of success (the same opportunities, but the results are not necessarily certain); Guarantee equal chances of success (the same opportunities, but the results are not necessarily certain) ;Have common group goals;Evaluation and reward mechanism
Basic Features
Initiative (consciousness) - the primary characteristic; independence (no need for help) - core characteristics; uniqueness (every student is different); experiential (one's own experience is different from that of others); problem (the problem is thinking the beginning)
teaching
teaching
meaning
Teachers teach and students learn, teaching is a bilateral activity
The fundamental factor of teaching activities: students
etymology
"Book·Shang Shu·Dui Ming"—the first to integrate "teaching" and "learning"
"Xue Ji" - "To build a country and rule the people, teaching comes first" is almost synonymous with the word "education"
The word "teaching", which really refers to teachers' "teaching" and students' "learning", appears in Ouyang Xiu's (Song Dynasty) teaching method, which is close to its meaning today.
Features
Fundamental purpose: Teaching aims at cultivating all-round development of people
Teaching has many forms and is the unity of commonality and diversity.
The commonality is to promote all-round development
Diversity means in-class, extra-curricular, class, group, and individualized forms.
status
Teaching is the basic way for schools to carry out comprehensive education
concept
Through the purposeful and planned active guidance and training of teachers, students can actively master systematic cultural and scientific knowledge and skills, develop abilities, enhance physical fitness, cultivate moral character and aesthetics, thereby promoting the process of their own all-round development. (Three things promote comprehensiveness)
connotation
Teaching is a bilateral activity composed of teachers’ teaching and students’ learning under the norms of certain educational purposes.
The relationship between teaching and education, intellectual education, classes, and self-study
Teaching and Education
Parts and wholes (education includes teaching)
Education includes teaching, and teaching is only a basic way for schools to educate; teaching is the central work of school education.
Teaching and intellectual education
cross-relationship
Intellectual education is an integral part of education, that is, imparting systematic scientific and cultural knowledge to students and developing students' intelligence, mainly through teaching.
Teaching is the main way of intellectual education, but it is not the only way
Teaching and classes (courses)
whole and part
Teaching work takes class as the central link
Teaching and self-study
Teaching significance
Teaching is the basic way to implement educational policies, implement comprehensive development of education, and achieve educational goals.
Teaching is the central task of school education. School moral education must adhere to the principle of "teaching first; comprehensive arrangement"
Teaching tasks
Version 1
Formal education and substantive education
formal education
17th century
Representative: Locke Pestaloch
Basic point of view: Focus on intelligence, despise the practical value of the subject, and stay away from real life - Classics
Theoretical basis: functional psychology The functions of organs--development of brain abilities, memory, etc.
substantive education
Late 18th century and early 19th century
Representative figures: Herbart, Spencer
Basic point of view: focus on practical knowledge and despise intellectual training
Theoretical basis: associationist psychology
The focus of controversy-teaching tasks
Develop intelligence-formal education
Master knowledge-substantial education
my country’s current teaching tasks
Double base - basic knowledge and basic skills
Comprehensive - develop students' moral, intellectual, physical and aesthetic abilities
Personality - Cultivate good personality psychological characteristics and form a scientific world view
Version 2
Guide students to master basic scientific and cultural knowledge and basic skills (the primary task of teaching)
Develop students’ social adaptability
Develop students’ intellectual, physical and creative abilities
Cultivate students' socialist moral character and aesthetic taste
Lay students’ scientific worldview
Pay attention to students' personality development
repair
distinguish
Core Issues in Education—Purpose of Education
The core of school education—curriculum
The central work of education—teaching
The basic stage of the formation of teaching theory
budding and enlightenment period
Latke
The earliest use of the term teaching theory
The first to advocate teaching theory
Comenius
Theorizing and founder of systematic teaching theory
Established the concept of teaching theory for the first time
Rousseau
Pestaloch
independent system
Herbart
For the first time, teaching theory was regarded as a relatively independent component of pedagogy.
Establishing a pedagogy teaching system in the history of modern Western education
Distohui
Ushinski
The formation of scientific teaching theory
Marked by the birth of Marxism and its application to teaching theory, that is, the teaching theory in "Pedagogy" edited by Kailov of the former Soviet Union is a scientific teaching theory.
Teaching process
The connotation of the teaching process
It is a process in which teachers form a scientific worldview based on certain social requirements and the characteristics of students' physical and mental development...
Basic elements of the teaching process
Three elements theory: teachers, students, teaching content
Four elements: teachers, students, teaching content, teaching methods
Five elements: teachers, students, teaching content, teaching methods, and teaching environment
Six elements: teachers, students, content, methods, media, and purpose
Seven elements: teachers, students, content, methods, purpose, environment, feedback
The nature of the teaching process
The teaching process is mainly a cognitive process
The main contradiction/basic/decisive contradiction in the teaching process/the logical starting point of educational activities: the contradiction between students and the knowledge they have learned
The teaching process is a special cognitive process
Indirectness and generality of cognitive objects
The indirectness of cognitive objects (indirect experience) and cognitive methods (teacher guidance)
Simplicity and efficiency of understanding methods
Compared with general cognitive activities, there is no trial and error (teachers teach scientifically and avoid detours)
Teacher’s guiding, guiding and imparting nature (having leadership awareness)
Communicativeness and Practicality of Cognition
The educational and developmental nature of understanding
Achieve the development of students' informed thoughts and actions and the cultivation of complete personality
The teaching process is based on cognitive activities and is a process that promotes students' physical and mental development
The teaching process is not equal to the development process, it is the way and means to achieve development
repair
social activities
teacher's teaching
Subject: teacher
Object: students (change)
Practice
student learning
Subject: Student(change)
Object: knowledge
The change of the object is a practical activity, and the change of the subject is a cognitive activity
Students are both subjects and objects
The nature of educational activities - preferred practical activities (mainly teaching)
Teaching process - first look at the students and understand the process
New curriculum reform--interaction activities (dual subjects)
Perspectives on the nature of the teaching process
Cognition-development theory
The teaching process is a process that promotes student development
Cognition-Practice Theory
As a special cognitive process in human society, the teaching process is an activity process that unifies understanding and practice.
communication theory
Ye Lan
The essence is communication, teachers and students are interactive subjects
multiple essence theory
The teaching process is multi-level and multi-type, so the essence of the teaching process should also be multi-level and multi-type.
learn to say
unified theory
transmission theory
hierarchical type theory
Basic rules of the teaching process
The combination of indirect experience and direct experience (the law of indirectness)
Features
Focusing on indirect experience is the main feature of teaching activities
Learning indirect experience is the basic way for students to understand the objective world. Students must focus on learning indirect experience.
Students learn from indirect experience based on direct experience
Implement the law of unification of direct experience and indirect experience to prevent two erroneous tendencies
Overemphasis on teaching book knowledge and neglecting students’ independent exploration and discovery of knowledge VS only emphasizing students’ independent exploration to discover and accumulate knowledge and ignoring the teaching of book knowledge
View
direct experience
Explore for yourself and practice the experience gained
indirect experience
other people's knowledge
Learning from indirect experience should be based on direct experience
Learning indirect experience is the basic way for students to understand the objective world
Teaching activities are the process by which students understand the objective world. They are mainly based on indirect experience and supplemented by direct experience. The two are organically combined.
Teaching principles: integrate theory with practice
eg:
Receiving knowledge is like grafting - Tao Xingzhi
The law of unity between the leading role of teachers and the main role of students (bilateral law)
Features
Give full play to the leading role of teachers
The main indicators to measure how well teachers play a leading role: student initiative, motivation activation and student learning effects
An important indicator to measure the leading role of teachers: the degree of mobilization of student bodies
Teachers determine the direction, content, process, results and quality of students' learning, and play the role of guidance, standardization, evaluation and correction.
The correct and complete realization of the teacher's leading role will inevitably result in the full play of students' initiative
Give full play to students' initiative in participating in teaching
Establish a cooperative, friendly, democratic and equal teacher-student relationship
Teaching Principles: Inspirational Principles
eg:
Ye Shengtao: Teaching is for the sake of not teaching, teaching is for students’ learning
The master will lead you in, practice depends on the individual
When you are confused, you will learn to cross over; when you are enlightened, you will cross over on your own
The unity of imparting knowledge and ideological and moral character (educational law)
Features
Knowledge is the basis for the formation of ideological and moral character
Herbart: I can't think of any teaching without education; teaching is always educational
The improvement of ideological and moral character provides vitality for students to actively learn knowledge.
The imparting of knowledge and ideological and moral education are organically combined, and intellectual factors and non-intellectual factors influence each other and complement each other.
Teaching principles: the principle of unity of ideological and scientific nature
eg:
Confucius: Three hundred poems, summed up in one sentence, thinking without evil
Mastering knowledge and developing intelligence are unified (developmental law)
Features
the difference
Knowledge is people’s understanding of the objective world, and intelligence is people’s basic ability to understand objective things.
connect
Teaching knowledge and developing intelligence are unified and mutually reinforcing
Knowledge is the basis for developing intelligence, and developing intelligence is sometimes an important condition for mastering knowledge.
There are conditions for the mastery of knowledge to truly promote the development of intelligence
impart regular knowledge
The amount of knowledge should be appropriate, not too much
Use heuristic teaching
Cultivate individuality and focus on teaching students in accordance with their aptitude
Teaching Principle: Principle of Measurement
eg:
Teaching a man to fish is worse than teaching him to fish
Prevent both tendencies
formal education
time
Formed in the 17th century and popular in the 18th and 19th centuries
representative figure
Locke (English), Pestalozzi (Switzerland)
View
Emphasize intelligence (ability) and despise the practical significance of subject content
Theoretical basis
Sensory psychology (memory, imagination, thinking)
Subject content
Greek, Latin, that classical subject of no practical value
substantive education
time
Formed in the 18th century, popular in the 19th century, and declined in the early 20th century
representative figure
Herbart (Germany), Spencer (English)
View
Emphasis on practical knowledge and light on intellectual training
Theoretical basis
associationism, psychology
Subject content
Knowledge useful for life, that is, practical knowledge
The structure of the teaching process
Chinese and foreign educators’ views on the structure of the teaching process
Confucius: Learning-Thinking-Doing (the earliest teaching thought process in my country that focuses on learning)
Xunzi: hearing, seeing, knowing, doing
"Book of Rites: Doctrine of the Mean": Learn extensively, examine deeply, think carefully, discern clearly, practice diligently
Quintilian: "Principles of Oratory": Imitation - Theory - Practice
Comenius
Natural analogy method: imitation-deviation-correction
Base teaching on sensory activities
Herbart
Clear, association, system, method
The theoretical formality that marks the teaching process
Schiller
preparation, prompt, association, system, method
Dewey
Learn by doing
difficulty, problem, hypothesis, verification, conclusion
Kailov
The teaching process is a cognitive process
Bruner
structural teaching theory
Zankov
Teaching and Development Theory
Babanski
Teaching Process Optimization Theory
Skinner
Program teaching theory (individual teaching, advocating students’ self-study)
The structure of the teaching process/basic stages of the teaching process
stage
Stimulate learning motivation (initial stage/primary link)
Comprehend learning knowledge (central link)
Perception textbook
Understanding the textbook (central link)
Consolidate knowledge (permeates the entire teaching process, not necessarily an independent link)
Apply knowledge
Check knowledge - enable teachers to obtain timely feedback on teaching effects to adjust teaching processes and requirements
Teaching principles
concept
Basic principles/basic requirements for guiding teaching work formulated according to certain teaching purposes and teaching processes.
Basis for formulation
Teaching objectives
The rules of the teaching process (students’ physical and mental rules → teaching rules)
Teaching practical experience
Teaching principles VS teaching rules
the difference
Teaching principles: objective; immutable
Teaching principles are subjective and are formulated based on objective laws. They change with changes in people's understanding and the development of the times.
Teaching rules: subjective; variable
The laws of teaching are objective and independent of human will. People can only discover, master and utilize them, but cannot cancel, transform or create them.
connect
Teaching rules are the objective basis and foundation for formulating teaching principles. Scientific teaching principles are the embodiment and reflection of teaching rules.
Main teaching principles in primary and secondary schools in my country
Feng Gong seeks shade and straightens his hair
The principle of unity of ideological (educational) and scientific nature
According to the rules
Principle of education (the principle of unification of imparting knowledge and ideological education)
connotation
In teaching activities, teaching and educating people are organically combined
concept
Knowledge, Ideology and Morality (Double Foundation Moral Education)
status
Reflects the fundamental direction and characteristics of education in our country
Require
Teachers must ensure the quality of teaching
Teachers should conduct ideological and moral education based on the characteristics of teaching content
It is necessary to carry out ideological and moral education for students through various links.
Continuously improve your business capabilities and levels
eg:
Herbart: educational teaching
Writing to convey the truth, singing to sing the aspirations
The principle of integrating theory with practice
According to the rules
The law of indirectness (the law of the unification of direct experience and indirect experience)
connotation
Understand and apply, theory cannot be separated from reality, and facts cannot be separated from thought
meaning
Learn to understand and apply what you have learned
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 teaching of teaching, gradually cultivate and form the ability to comprehensively apply knowledge, and carry out "the third learning"
three times learning
First time learning: listening to lectures in class
Second study: homework (consolidation)
The third learning: the deepening process of knowledge
Correctly handle the relationship between knowledge teaching and ability training
Supplement necessary local teaching materials
eg:
Read thousands of books and travel thousands of miles
After reading it on paper, I finally realized that I had to do it - Lu You
What you hear with your ears is not as good as what you see with your eyes, what you see with your eyes is not as good as walking on it, and what you are walking on is not as good as seeing it with your hands - Liu Xiang
Knowing something but not doing it, even if you know it, it will be difficult to see it, it is not as good as knowing it, knowing it, it is not as good as doing it - Xunzi
Groundless theories of space are of no use at all. Theory cannot be separated from reality, and facts cannot be separated from thought. - Ushinsky
Talking on Paper—Zhao Kuo
Linking theory to practice vs intuitiveness
Reason: Give examples, learn knowledge first and then apply it (learn A and use B)
Straight: What you see is consistent with what you learned (learn A and use A)
intuitiveness principle
According to the rules
The law of indirectness (the law of the unification of direct experience and indirect experience)
connotation
Utilize students' multiple senses and existing experiences to enable students to obtain vivid representations through various forms of perception
This principle is determined by the age characteristics of the students
status
Comenius called it the golden rule of teaching
meaning
Clear representation, perceptual understanding
Classification
Intuitive in kind
Specimens, experiments, visits—the real thing itself
Impressionistic and intuitive
Pictures, models, videos—substitutes for things
Intuitive language
Figurative language - what the teacher said
repair
Elementary school: mistakes are intuitive
In the initial stage of learning, modeling is the most intuitive.
The most economical and widely used method is verbal intuition (the most important one)
Require
Correct selection of visual teaching aids and teaching methods
Demonstration of visual aids should be combined with language explanations
Pay attention to the intuitive use of language and prevent improper use and abuse
eg:
Not hearing it is worse than hearing it, hearing it is worse than seeing it - Xunzi
Hearing something without seeing it, even though he is knowledgeable, he will be mistaken - Xunzi
Comenius
All knowledge begins with the senses; the beginning of knowledge must always come from the senses
Everything that needs to be known must be educated through the thing itself
As much as possible, the thing itself or the image that replaces it should be placed in front of the eyes, allowing students to see, touch, listen, and smell
Ushinski
Children think through forms, colors, sounds and feelings
heuristic principle
According to the rules
Bilateral law (the law of teacher-led and student-centered unity)
connotation
It is to mobilize students’ initiative and enthusiasm and guide them to think independently and solve problems.
meaning
Mobilize students' enthusiasm and guide them to think independently
Require
Strengthen the purposeful education of learning and mobilize students’ enthusiasm for learning
Set up problem situations to inspire students to think independently and cultivate students’ good thinking methods and thinking abilities.
Let students practice, develop independent problem-solving abilities, and encourage students to creatively apply knowledge to practice
Carry forward teaching democracy
eg:
Not angry, not inspired, not angry, not angry - Confucius
A gentleman leads but does not make a move, but leaps like a leaf - Mencius
"Study Notes"
Tao but not far-fetched but not restrained
The teaching of a gentleman is a metaphor
Socrates
midwifery
Education is not irrigation, but igniting the flame (of wisdom)
Distohui
A bad teacher teaches people the truth, a good teacher teaches people to discover the truth
The principle of step-by-step (systematic principle)
According to the rules
The sequence of individual physical and mental development
The term "step by step" was proposed by Zhu Xi
Also known as the systematic principle, it means that teachers must teach strictly in accordance with the internal logic of scientific knowledge and the laws of students' cognitive development.
meaning
Knowledge Physical and Mental Sequence Teaching for Students
Require
Teachers’ teaching must be systematic
Grasp the main contradictions and resolve the key points and difficulties
Teachers should guide students to systematize knowledge and systematize
According to the order of students' understanding, teaching is carried out from shallow to deep, from easy to difficult, from simple to complex.
eg:
Zhu Xi
A gentleman teaches people in an orderly manner. He first teaches those who are small and those who are near, and then teaches those who are far away and those who are big.
Read it step by step and think deeply
If you don’t get what you have before, you won’t dare to ask for what is behind you.
Xunzi: If you don’t accumulate steps, you can’t reach a thousand miles; if you don’t accumulate small streams, you can’t build a river or sea.
"Xue Ji": If you learn without neglecting others; if you don't practice it with integrity, you can give it; if you give miscellaneously without being inferior, it will lead to chaos and no cultivation.
Mencius: The best is to become a laggard
Ushinsky: Only when knowledge forms a system can we fully grasp it
Comenius: Everything should be learned step by step, and attention should be concentrated on only one thing for a period of time
The principle of step-by-step vs. the principle of consolidation
Follow: In order, generally used for learning new knowledge, from... to...
Gong: Before learning new knowledge, review old knowledge first
the principle of consolidability
According to the rules
Ebbinghaus forgetting curve
Require
Strengthen the consolidation of knowledge throughout the teaching process
Organize students' review work and teach students how to memorize
Consolidate knowledge through learning and application
eg:
Confucius: Learn and practice from time to time; review the old and learn the new
Comenius: The Stabilizing Principle of Teaching and Learning
Ushinsky: Review is the mother of learning
Principle of teaching students in accordance with their aptitude
According to the rules
individual differences
meaning
Targeted teaching
connotation
Respect the individual differences of students and conduct differentiated teaching so that students can use their strengths and avoid their weaknesses
Require
Version 1
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 each student's interests and hobbies and creating conditions
Version 2
Teachers need to understand students
Respect student differences
Teaching students in accordance with their aptitude
eg:
Confucius
Look at it, look at its reason, look at its place
Chai Yeyu, Shenye Lu, Shiyepi, Youyebao
If you seek, you will retreat, so you will advance; if you seek, you will retreat, so you will retreat.
Mencius: There are many skills in teaching
Zhu Xi: The sages teach according to their talents, small ones become small ones, big ones become great ones, and no one abandons anyone.
A key opens a lock
Principle of feasibility/principle of acceptability/principle of development
According to the rules
Vygotsky's zone of proximal development
meaning
Make it acceptable to students but have a certain degree of difficulty
Require
Understand students’ development level and teach based on reality
Consider the characteristics of the times for students’ cognitive development
Implementation basis
Students have certain learning ability
eg:
A wise man must do what he can to the best of his ability - Mozi
Follow people’s limits—Wang Shouren
"Xue Ji": Say it without knowing it, but it is okay to give it up
optimization principle
Babanski
integrity principle
Comprehensive development
teaching method
Teaching methods include teachers’ teaching methods and students’ learning methods (bilateral)—basic point: teaching objectives
Two opposing teachings
Injection (cramming)
Treat students as mere containers for receiving knowledge
heuristic
Status: Heuristics are the guiding ideology for contemporary teaching methods
Heuristic refers to a method in which teachers start from students' actual situation and adopt various effective forms to mobilize students' enthusiasm for learning and guide them to learn on their own.
Not a specific teaching method
Commonly used teaching methods
Teaching methods based on language transmission
Teaching method
main body
teacher
concept
Lecture method is a teaching method in which teachers use oral language to systematically and coherently impart knowledge and skills to students and develop students' intelligence.
status
The oldest, most widely used and most basic
Features
Systematic, efficient, one-way
form
Lecture and reading
Combination of reading and speaking, reading while speaking (language: Chinese, English)
Tell
description narrative, humanities
Lecture
It is used more in universities, less in primary and secondary schools, and in the upper grades of middle schools (analyzing, demonstrating, and drawing conclusions)
explain
Explanation of conceptual principles, natural subjects, science
Commentary
Advantages and Disadvantages
Advantages: enables students to acquire a large amount of systematic knowledge in a short period of time
Disadvantages: It is not easy to unleash students’ initiative and enthusiasm
basic requirements
The content is scientific, systematic and thoughtful (primary requirement)
Carefully organize teaching content
Improve language expression level and pay attention to language art
Organize students to attend lectures and inspire and guide students
conversation method
main body
teachers and students
concept
Teacher and students talking to each other
Classification
Review Talk: Enlightenment Talk
Question and answer is divided into four steps: asking questions, waiting for answers, calling for answers, and rationalizing answers.
Questioning method
By the way: Why?
Rhetorical question: Is it okay not to do this?
Directed questions: A method of asking two or more students separately with one question.
Advantages and Disadvantages
Advantages: It can take into account the characteristics of each student and is conducive to the development of students' language expression ability.
Disadvantages: There is scope of application, students must have a certain knowledge base
basic requirements
Before: Be prepared to ask questions
Medium: Ask clear questions, arouse thinking excitement, be good at inspiring and inducing, and talk to all students.
After: Make a summary
discussion method
main body
life and death
concept
Students and students express their opinions on a certain issue under the guidance of the teacher
More applications in senior grades
Advantages and Disadvantages
Advantages: Helps students brainstorm ideas
Disadvantages: Scope limitation (more used in senior grades)
basic requirements
Students must have a certain knowledge base
Before: Be Prepared
Medium: Inspiration and induction
After: Make a summary
old saying
"Xue Ji": Being good at others is called Mo; studying alone without friends is lonely and ignorant.
reading guide method
main body
student
concept
Teachers guide students through reading textbooks and other reference books (teachers do not specify books and textbooks)
Mainly written language
Purpose
Cultivate students' self-learning ability
concept
Teachers guide students to read textbooks and reference books (generally no designated books)
basic requirements
Before: Put forward clear purposes, requirements and thinking questions, and teach students how to read.
Medium: Strengthen evaluation and coaching
After: Exchange of experiences
Features: Similar to flipped classroom and Dalton system
Teaching methods based on intuitive perception
demonstration method
main body
teacher
concept
Teachers demonstrate real objects or demonstrative actions
Features
Teacher exhibition and student viewing - embodying the teaching principle of intuitiveness and integrating theory with practice
basic requirements
Be prepared for the presentation and clarify the purpose of the presentation
Demonstration must be accurate, reliable and operate in a standardized manner
Guide students to concentrate and use multiple senses to perceive, so as to develop students' thinking and observation skills
At the end, guide students to conduct comprehensive analysis during the perception process
Visit method
Features
Teachers lead students to watch
Classification
Preparatory visit (visit before study)
Parallel visit (during the learning process)
Summary visit (after completing the project)
Require
Before visiting, make preparations
During the visit, guide students to collect information and keep records
After the visit, organize students to make a summary
Teaching methods based on practical training
Practice method
meaning
A teaching method in which students consolidate knowledge and develop skills and techniques under the guidance of teachers
concept
Repetition/repetition; consolidating knowledge; developing various skills or techniques Commonly used teaching methods
Purpose
Consolidation of knowledge
Classification
Cultivate students’ different abilities
Oral exercises, written exercises, practical exercises
student skills mastery process
Imitation practice, independence practice, creative practice
Exercise assignments
Whole practice, partial practice
time allocation exercise
Focus on practice, disperse practice
nature of exercise
training exercises, creative exercises
basic requirements
Clarify the purpose and requirements of practice, and master the practice methods
The frequency and time should be appropriate, and the practice methods should be diverse
strict requirements
Experimental Method
main body
students(students doing experiments)
concept
Students conduct, teachers only guide
Commonly used in teaching physics, chemistry, biology and other self-heating subjects
basic requirements
Before: Carefully write an experiment plan
Medium: Strengthen experimental guidance
After: Make a summary of the experiment (students write reports, teachers make summaries)
Internship method
Purpose
Apply knowledge
concept
Apply the knowledge learned and carry out practical operations in class or outside class
basic requirements
Before: Prepare for internship
Medium: Provide internship guidance
After: Do a good job summarizing the internship
practical activity method
concept
Participate in social practice activities and develop the ability to solve practical problems and multi-faceted practical abilities
Features
Teachers are advisors or advisors to students (learning by doing)
eg:
Summer social practice
Teaching methods based on guided inquiry
inquiry method
Dewey
Discovery method (Bruner)
Alias: discovery method/research method
feature
Emphasis on the learning process
Emphasis on intuitive thinking
Emphasis on intrinsic motivation
Emphasis on information extraction
Advantages and Disadvantages
Advantages: Conducive to stimulating wisdom, conducive to cultivating internal motivation, conducive to learning discovery skills, conducive to the maintenance of knowledge
Disadvantages: takes too long
Teaching methods based on emotional edification and experience
Appreciative teaching method
A teaching method that guides students to experience the truth, goodness and beauty of objective things during the teaching process (students are the audience)
Experience the truth, goodness and beauty of objective things; appreciate nature, life and art
situational teaching method
Teachers introduce or create scenes purposefully, and the core is to stimulate students' emotions (students participate in it)
role play; feeling emotional colors
Contemporary teaching methods at home and abroad
domestic
happy teaching method
[Shanghai] Ni Guyin
All for the children, for all the children, for the little one in the child
situational teaching method
[Jiangsu] Li Jilin
The core is to stimulate students' emotions, perception - understanding - deepening
try pedagogy
[Jiangsu] Qiu Xuehua
Students try, practice first and then teach
Five steps: show test questions, self-study textbook, try exercises, study discussion, teacher explanation
success teaching method
[Shanghai] Liu Jinghai
Make students feel the joy of success and strive for success
Leap teaching
He Kekang
Skip some knowledge sequences, break some knowledge sequences, and be practical based on your ability.
Six-course unit teaching method/asynchronous teaching method (optimal classroom teaching method)
Rich Law
Six types of classes are taught: self-study class, enlightenment class, review class, homework class, error correction class, and small class
six step teaching method
Wei Shusheng
Orientation, self-study, discussion, Q&A, self-test, daily summary
learner-guided teaching
Tips, self-study, problem solving, intensive lectures, drills, summary
direct teaching
Orientation, explanation, organized practice, guided practice, independent practice
foreign
"Outline Signal Chart" Teaching Method
[Former Soviet Union] Shatalov
knowledge tree
Steps: explain, digest, review, online, answer
suggestion teaching method
[Bulgaria] Georgi Lozanov
Mobilize students' unconscious psychological activities, the principle of pleasure, the unity of conscious and unconscious, and the interaction of suggestions
step
Present new language materials (positive and negative), apply language knowledge
discovery method
Bruner
step
Create situations, ask questions, propose hypotheses, test hypotheses, and draw conclusions
Example teaching method
Wagenschein
Analyze typical examples in the materials
Characteristics: basic (subject content), foundational (students), paradigmatic
step
"Individual" - the most important representative, "category" - classification, "law" - abstract understanding, "experience" - understanding the world according to laws
procedural pedagogy
Skinner
The basic principle
The principle of positive response, the principle of small steps, the principle of timely feedback, the principle of self-paced, and the principle of low error rate (the chicken does not make mistakes)
Laska divided teaching methods into
presentation method
Unable to mobilize initiative - lecture method
Practical methods
Perform related operations
Discover methods
Actively explore and mobilize students’ initiative
Reinforcement method
Rewards and Punishments
Selection basis
Educational purposes and mission 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
Teaching methods and teaching environment
Teaching organization form
concept
In teaching activities, the sum of the social combination/behavior methods adopted by teachers and students to achieve teaching goals
The basic organizational form of modern teaching--class teaching system
concept
Main forms/basic forms of classroom teaching
Divide students into classes with a fixed number of students according to age and education level
Origin and development
Erasmus
The term "class" was first proposed
Quintilian
The germination of the idea of class teaching system
Comenius
The "Great Teaching Theory" in 1632 laid the theoretical foundation for the class teaching system.
Herbart
Propose the formal stage theory of the teaching process (clear, association, system, method), and further improve the class teaching system
Kailov
Make the class teaching system a complete system
our country
The first person to adopt the class teaching system was: 1862, the late Qing Dynasty - Jingshi Tongwen Hall
Promotion: The Guimao academic system was established and promoted in the form of decree in 1904
Basic Features
class
Classes are taught collectively, with a fixed number of students.
class
The basic unit of teaching activities is divided into single lesson and comprehensive lesson
hour
Teaching by class hours
Advantages and Disadvantages
advantage
It is conducive to cost-effectively cultivating talents on a large scale and improving teaching efficiency.
There are strict system guarantees, and the lessons are implemented according to the class plan and curriculum.
Ensure students learn in a step-by-step manner
Conducive to the collective educational role of students
shortcoming
It is not conducive to cultivating students’ exploration spirit, creativity and practical ability.
Not conducive to teaching students in accordance with their aptitude
lack of flexibility
Auxiliary forms of modern teaching
individual teaching
The earliest form of teaching organization; the main teaching form used in ancient schools
Individual tutoring (some students, excellent students/poor students); individual teaching (all students)
Conducive to teaching students in accordance with their aptitude
On-site teaching
Teachers take students to the scene where things happen and develop, and conduct teaching activities
It can provide students with direct experience and enrich their perceptual knowledge.
Cultivate students' ability to identify and solve problems
Special organizational form of modern teaching
Duplex teaching
Students of different grades are in the same classroom and taught together by a teacher using different teaching materials.
It is suitable for rural areas with few students, few teachers, and poor school buildings and teaching equipment.
Features: direct teaching and homework writing are conducted at the same time (alternatively)
Other teaching organization forms
Group teaching/stratified teaching/ability grouping
External grouping (break the original class/not divide classes according to age)
Subject ability grouping - academic performance
Internal grouping (original classes/classes by age)
What to learn - different learning content and goals
A - self-study, supplementary materials; B - additional courses; C - basic courses (high); D - basic courses (low)
How to learn – different methods and media
A--Audio-visual tools, self-study; B--Study group. Eugenics teaches poor students: C--Teachers of particularly poor students
Ability grouping
According to the student's ability (intelligence) development level
Job grouping
According to students’ characteristics, wishes and academic performance
Advantages and Disadvantages
advantage
Facilitate teaching students in accordance with their aptitude, competition and cooperation
shortcoming
Grouping standards are unscientific, causing conflicts between parents and teachers
dalton system
[USA] Burkehurst
Similar to flipped classroom, opposed to class teaching system
The teacher no longer tells the story, but only assigns self-study reference books and assignments to the students. The students study on their own, complete the assignments independently, and report on their learning results.
Principles: freedom, cooperation, time budget (complete within specified time)
Features: 1. Abolition of schools and conventions and contracts; 2. Teacher guidance, classrooms transformed into laboratories; 3. Creation of forms to understand student progress
Advantages and Disadvantages
Advantages: Mobilize students’ initiative and cultivate learning and creative abilities
Disadvantages: Not conducive to systematic mastery of knowledge, high requirements for teaching facilities and conditions
Bell-Landcastle (late 18th and early 19th century)
[UK] Bell, Lancaster
Also known as the guidance system, similar to Tao Xingzhi’s primary school system
Teachers give teaching content to older students first, and the best among them become tutors, and then teach younger or weaker students.
Advantages and Disadvantages
advantage
The transition process from British factory handicrafts to large-scale machine production trains students on a large scale and alleviates the shortage of teachers.
shortcoming
"Buy now and sell now" makes it difficult to guarantee the quality of teaching
Design teaching method/unit teaching method
Dewey pioneered it and Kerberk popularized it
It advocates the abolition of the class teaching system and textbooks and the breaking of traditional academic boundaries. Teachers do not directly teach students knowledge and skills, but guide students to form their own comprehensive learning units centered on life issues based on their existing knowledge and interests.
Vennat card system
[USA] Huaxupeng
Divide the course into two parts
Some are conducted by subject (through individual teaching)
Another part develops direct experience (through group activities)
Trump system
Known as a "flexible curriculum"
Organizational form: Combining large class lectures (40%), small class discussions (20%), and individual self-study (40%)
Changes in the form of teaching organization in the information age
MOOC/MOOC
Large-scale online open courses, the biggest innovation in education since the invention of printing
flipped classroom
The classroom becomes a place for interaction between teachers and students and between students
A complete subversion of traditional classroom teaching structures and classroom processes based on printing
Micro lessons (small teaching clips)
The whole process of wonderful teaching and learning activities centered on a certain knowledge point (key point, difficulty) or teaching link
The focus of the current reform of teaching organization forms
Miniaturization of class teaching size, diversification of organizational forms, comprehensiveness, and individualization
Basic aspects of teaching work
Prepare lessons
Category: Individual lesson preparation and collective lesson preparation
Meaning: Preparing lessons well is the prerequisite for teaching them well
Require
Do a good job in three aspects
Prepare teaching materials--Study the teaching materials
Including curriculum standards, textbooks and reference materials, it goes through three stages of understanding and penetrating
Prepare students--understand students
Consider age characteristics, physical and mental development characteristics, ability level, learning attitude, and interest characteristics
Preparing Teaching Methods-Designing Teaching Methods
Write three plans
Academic year or semester teaching progress plan; topic or unit plan; lesson plan (lesson plan) - the most specific and in-depth, core: the design of the teaching process
Attend class
Significance: It is the central link in teaching work, the most direct reflection of teachers’ teaching and students’ learning, and the key to improving teaching quality.
Type of lesson
According to teaching purposes and tasks
New teaching, reinforcement classes, skills classes, inspection classes
According to the teaching material content
According to the age characteristics and knowledge level of students
According to the number of tasks
Single course, comprehensive course
According to teaching methods
Lecture classes, demonstration classes, practice classes, experimental classes, review classes
Lesson structure
Organize teaching, review and review, teach new textbooks (center), consolidate new textbooks, and assign extracurricular homework
The criteria for a good lesson
Students are focused, their thinking is active, their initiative is brought into play, and individual students are taken care of
Requirements for taking good classes
Clear teaching goals
Teaching content is accurate
Reasonable teaching structure (compact)
Appropriate teaching methods
Pay attention to the art of teaching
Blackboard writing in order
Give full play to students' subjectivity - the most fundamental requirement
Version 2
premise
Clarify the purpose of teaching
Basic quality requirements
Ensure the scientific and ideological nature of teaching
Intrinsic motivation--the most fundamental requirement
Mobilize students' enthusiasm for learning
The essential
Solve students' problems and promote student development
Assure
Organize teaching activities
Arrange extracurricular homework
Homework assignments and feedback
Significance: It is a continuation and supplement of classroom teaching, allowing students to consolidate and digest classroom knowledge and give full play to students' initiative and creative spirit
Diversity in the form of homework: reading homework, oral homework, written homework, practical homework
Requirements for assigning homework
Comply with the curriculum standards, consider students' abilities, have appropriate weight, moderate difficulty, and diverse forms. Clear requirements, stipulated completion time, and timely feedback can draw inferences from one example, inspire students' thinking, and try to integrate it with production and reality.
Tutoring
Target: Mainly providing special help to students with learning difficulties
Significance: 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.
Examination and evaluation of academic performance
Way
Daily examination
Oral questions, checking written work and unit tests
take an exam
Commonly used scoring methods
Hundred-point system: There are many questions, making it easy to give small points
Grade system: a small number of open-book and flexible questions
method
Test method (basic method)
Oral test, written test, operational test
According to the nature of the test questions
Essay Test--Essay
Objectivity Test--Objective Questions
Problem situation test-problem solving, material analysis
Standardized testing - there are unified standards and strict control of errors
Observation
Survey
self-evaluation method
Teaching mode
concept
A relatively stable structural framework and activity procedures for teaching activities established under the guidance of certain teaching ideas or concepts.
Common teaching models
Inquiry-based teaching/problem inquiry teaching model/discovery learning model
Based on the constructivist theory of Piaget and Bruner, it focuses on problem solving and gives full play to students' initiative
basic procedure
Problem (not necessarily a real problem situation) - - Hypothesis 1 - Reasoning - Verification - Summary and improvement
Anchor-based teaching/example-based teaching/problem-based teaching/situational teaching
The theoretical foundation is constructivism based on powerful real events or real problems.
basic procedure
Create (real) situations-determine problems--autonomous learning--collaborative learning--effect evaluation
Example teaching model
[Germany] Wagenschein
Features
Fundamentals - basic knowledge
Basic - Practically Acceptable
Exemplary--exemplary role
Two basic meals and one meal
basic procedure
individual--category-law--experience
Master the learning model
bloom
As long as you give enough time, you can master 80%-90% of the content
non-directive teaching
rogers
humanism
Contemporary my country
transitive-receptive
Commonly used
Teaching program
Review old lessons - Stimulate interest in learning (introduction) - Teach new lessons - Consolidate exercises - Check and evaluate - Interval review
Self-study - guided
Operating procedures
Put forward requirements--self-study--discussion and inspiration--practice application-timely evaluation-system summary
Question inquiry style
Similar to Qiu Xuehua's "trial teaching method"
Situation-Cultivation
Similar to Lozanov's "suggestion teaching method"
Situational teaching, happy education, successful education, happy teaching, emotional teaching
Create situations (situations with emotional colors) - Situational experience - summary transformation
Teaching Evaluation
concept
Based on the teaching objectives and through certain standards and means, value judgments (not factual judgments) are made on the results of teaching activities.
Function
Diagnose teaching problems, provide feedback information, regulate teaching direction, and test teaching effects; motivate, teach, manage, and guide
type
according to action or time
diagnostic evaluation
At the beginning of the semester or the beginning of unit teaching, in order to understand students’ learning readiness status
form
Check the previous performance record of the person being evaluated; take a basic test
(configuration, placement, preparation) determine the placement of students into classes
formative assessment
carried out during the teaching process
form
Oral questions or written tests, unit tests, in-class questions, monthly exams
Function
Improve and enhance student learning and provide feedback to teachers
summative evaluation/final evaluation
Large learning stage, evaluation of learning results after a semester or course
final exam
According to the criteria used for evaluation
Absolute evaluation/target-referenced evaluation
Objective standards such as teacher qualification examination
Relative evaluation/norm-referenced evaluation
Relative positions are highly selective: such as teacher recruitment exams
Assessment of intra-individual differences
Compare with yourself, compare the past and present of the person being evaluated
According to the evaluation subject
internal evaluation
That is self-evaluation
external evaluation
Professionals other than evaluators
Different evaluation methods
Qualitative evaluation
"Qualitative" analysis, processing of data and thinking
For example: writing reviews, portfolios, conduct evaluations
Quantitative evaluation
"Quantity" analysis, mathematical statistics, multivariate analysis, extraction of regular conclusions
For example: scoring
By source of tests used in teaching evaluation
Standardized Academic Achievement Test
It is compiled by subject experts according to certain standards and the errors are strictly controlled.
Features
The test paper uses a large number of objective questions; it covers a wide range of knowledge, is scientific, and has various question types.
Teacher-made tests
Tests prepared by the teachers themselves, most commonly used, and most willing to be used by teachers; such as unit tests
distinguish
validity
Correctness, accuracy, validity
Whether the purpose was achieved or not was measured...
reliability
stability, reliability, consistency
test-retest reliability, replicate reliability, split-half reliability, interrater reliability
High validity means high reliability; high reliability does not necessarily mean high effectiveness; low validity does not necessarily mean low reliability; low reliability means low validity.
difficulty
Difficulty value P = correct answer participant
The greater the difficulty value P, the more people will answer correctly and the difficulty will be low (0.3-0.8, 0.5 is the best)
distinction
Discrimination, high level scores are high, low level scores are low - ceiling/floor effect
repair
effective teaching
The fundamental purpose
Promote student learning and development
Starting point and key
Stimulate and mobilize students' initiative, enthusiasm and consciousness
substance and core
conditions to promote effective learning among students
moral education
The function of moral education
Individual functions/basic functions
Survive
develop
enjoy
Moral education is the highest state of individual sexual function and spiritual enjoyment.
social function
The role of morality in social politics, economy, culture, ecology, etc.
The realization of social functions is indirect
educational function
two meanings
The educational or value attributes of moral education (the value of moral education itself)
The role of moral education as an educational subsystem on parallel systems (the role of moral education on intellectual, physical, aesthetic and other education)
Moral education determines the nature of school education
Education without moral education is just a means without purpose.
Determine and ensure the nature and development direction of the entire education by stipulating the nature and content of moral education
The role of moral education
guide
choose
coordination
excitation
control
evaluate
Moral education and its significance
moral education
Generally refers to activities that purposefully and plannedly influence the political, ideological and moral aspects of social members.
Including social moral education, community moral education, school moral education and family moral education
essence of activity
Internalize the external requirements for shooting tigers into the individual ideological and moral character of the educated
significance
It is the foundation and guarantee for realizing the purpose of education in our country.
From a hierarchical perspective
Moral ideals - the highest level
Inspire; promote noble behavior (core values)
moral principles
Guidance: Instructions or initiatives that guide correct behavior and are followed with flexibility
ethics
Restraint; prohibition or instruction to restrain students from bad behavior and enforce compliance
moral education goals
meaning
standards for educated people to meet
significance
The goal of moral education is the starting point and destination of moral education work
It not only determines the content, form and methods of moral education, but also restricts the basic process of moral education work.
Determination basis
The formation, development patterns and psychological characteristics of adolescents’ ideological and moral character
National educational policies and educational objectives
National culture and moral traditions
The needs of the times and social development
Key points of moral education in primary and secondary schools in my country
Education on basic ethics and behavioral norms
Education of citizen moral and political qualities
Basic education of world view, outlook on life and ideals
World view, outlook on life and ideals are the core of human spirit
The cultivation of world outlook, outlook on life and ideals is the highest goal of moral education
Moral education content
The content of moral education in our country should be highly unified between reality (based on the present) and ideal type (focusing on the future)
Basis for selecting moral education content
The goal of moral education directly determines the content of moral education
The physical and mental development characteristics of the educated determine the depth and breadth of moral education content
The characteristics of the times of moral education and the actual thinking of students determine the pertinence and effectiveness of moral education work
The restrictive effect of cultural traditions
Contents of moral education in schools in my country
content
political education
Party and country, patriotism, socialism
direction
Ideological Education
Correct three views
Base
moral education
core/key
eg: social ethics, professional ethics, private ethics, traditional virtues
mental health education
Study Counseling, Personality Counseling, Life Counseling, Career Guidance
Democracy and legal education
Assure
Specific performance
patriotism education
The eternal theme of moral education, the most basic and important content
Playing a core role in the "Primary School Moral Education Outline" and "Primary and Secondary School Education Outline Center"
collectivist education
The core of social moral principles
At this stage, our country's moral quality requirements for young people are centered on serving the people and based on the principle of collectivism.
ideal education
life ideal
social ideal
career ideal
labor education
ecological education
New content developed by the times
Humanitarian and Social Morality Education
moral education process
meaning
The process of moral education is essentially a unified process of individual socialization and social norm individuation.
The essence is that morality is transformed into character
Contradictions in the Moral Education Process
The first level is the contradiction between the moral education process and the external environment
The second level is the contradiction within the moral education process
The third level is the contradiction between the subjects of the moral education process (educators, educated persons) themselves.
Basic contradictions in the moral education process
Version 1
The contradiction between the moral requirements that society puts on students through teachers and students’ existing moral standards
Version 2
The Contradiction between the Content of Moral Education and the Educated Persons
Version 3
The contradiction between teachers’ moral requirements for students and students’ existing moral standards
The most important relationship to handle: the relationship between the educator and the educated (teacher-student relationship)
Components/Structure of the Moral Education Process
educator
Leading role, organizer and leader of the moral education process
educated
both object and subject
Moral education content
moral education methods
Three elements theory: educator, educated person, moral education influence
The relationship between the process of moral education and the process of character formation
connect
The relationship between the moral education process and the ideological and moral formation process is essentially the relationship between education (moral education process) and development (moral formation process)
the difference
Different activities/categories
The process of ideological and moral formation: self-development (unilateral activity)-students
Moral Education Process: Bilateral Activities-Teachers and Students
Influencing factors
Morality formation: affected by various factors
Moral education process: influenced by purpose, planning and organization
form result
Morality formation: consistent with social requirements, or may not be consistent
Moral education process: consistent with social requirements
repair
The process of moral education is the regulation and control of the formation and development process of moral character; the formation of moral character belongs to the process of human development
Basic laws of the moral education process
The process of moral education is a process of cultivating and improving students’ knowledge, emotions, intentions and actions.
Knowledge: Moral cognition: premise/basis/core
Emotion: Character Emotion: Internal Motivation/Catalyst
Meaning: moral character, will: spiritual strength
Lines: Moral Behavior: Significant Signs and Keys
eg:
Know it with reason, move it with emotion, guide it with action, and persevere
Be close to his teacher and believe in his way - love
Only the benevolent can do good to others and do evil to others - love
The three armies can seize the commander, but an ordinary man cannot seize the will. - meaning
A gentleman wants to be slow in words but quick in deeds - deeds
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unified development
Comprehensiveness
Multi-terminal nature (generally, it starts with knowledge and ends with behavior)
The moral education process is a process of organizing student activities and interactions and unifying the influence of multiple aspects of education.
Activities and interactions are the foundation of the moral education process and the foundation and source of the formation and development of students' moral character.
Influenced by many aspects in activities and interactions (education combined force)
The main characteristics of activities and interactions in the process of moral education
Guidance
Purpose
Organizational
Do not break away from the leading activity of student learning
The objects of communication are teachers and students
The moral education process is a long-term, iterative, and gradual improvement process
Catch for a long time, catch repeatedly, catch repeatedly
long term process
With the development of human society, moral education must be continuously adjusted and supplemented in terms of content, means, methods, etc.
Moral development has stages; it is endless (no one is perfect)
iterative, process of improvement
Catch again and again, catch again and again, persevere
The process of moral education is a process that promotes the positive transformation of internal contradictions in students' thoughts. It is a process that combines education and self-education.
Motivation for moral development
transformation of internal contradictions
The key to eliciting and enhancing students’ own engagement in situations
Provoking moral conflicts in students
Students' self-education ability is an internal factor on which students' moral character is formed, and is also an important indicator of students' moral development.
To realize the "two modernizations" of the moral education process will inevitably be accompanied by a series of ideological contradictions and struggles.
The process of moral internalization
comply
blindness, passivity, instability
conformity obedience
Primary Stage
agree
Deep stage
Have a certain degree of consciousness, initiative and stability
Internalize/Believe
highest stage
Have a high degree of consciousness, initiative, and firmness
eg: Wealth cannot be lewd, poverty cannot be moved, power cannot be surrendered
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The beginning of conscious compliance: recognition
The initial stage of norm internalization: compliance
The in-depth stage of norm internalization: identification
principles of moral education
The main principles of moral education in primary and secondary schools in my country: Tao Xingzhi guides students collectively and actively observes discipline, so that they can have dignity
Concept of moral education principles
It is the basic requirement/basic criterion for guiding moral education work based on the purpose of education, the goal of moral education and the rules of the process of moral education.
The principle of unification of knowledge and action/integration of theory and practice
meaning
Theory Practice (walk the talk)
eg:
"Mozi": Although a scholar has knowledge, his conduct is fundamental
"The Doctrine of the Mean": practice hard and be close to benevolence
"The Analects of Confucius": At first I was with people, listening to their words and trusting their actions; now I am with people, listening to their words and watching their actions.
"The Analects"
A gentleman wants to be slow in words but quick in deeds
A gentleman is ashamed of his words rather than his deeds
When discussing order, knowledge comes first; when discussing importance, behavior is the most important.
Require
Strengthen theoretical education
Participate in social practice
Educators are strict with themselves. Uniform words and deeds
guiding principle
meaning
ideal directionality
concept
When conducting moral education, there must be a certain ideality and directionality to guide students to develop in the right direction.
Implement requirements
adhere to the correct political direction
The goals of moral education must conform to the requirements of the principles, policies and general tasks of the new era.
It is necessary to combine the ideality and reality of moral education
Test points
The critical period for moral development: the second year of junior high school
Suhomlinsky: Loyalty to lofty ideals is the pinnacle of personal moral development
The principle of combining respect for students with strict requirements on students
meaning
Respect students and have strict requirements on students (strict and methodical, strict and measured, strict and persistent, strict and trustworthy)
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Makarenko: The principle of mercy and severity
eg:
(Soviet Union) Makarenko: Demand as much from a person as possible, and respect a person as much as possible
Pygmalion effect/teacher expectation effect/Rosenthal effect
Wang Yangming/Wang Shouren: Generally speaking, it is like a child, happy to play and play but afraid of being detained, just like the beginning of vegetation sprouting, if it is relaxed, it will be well-organized, if it is scratched, it will become weak. If you teach children today, they will be encouraged and motivated, and if they are happy in the center, they will be unable to make progress.
The principle of combining collective education and individual education/the principle of parallel education
meaning
collective individual
eg:
Makarenko: If a teacher wants to influence an individual student, he must first influence the class where the student is, and then work with the teacher through the class to influence the student. This will generate huge educational power.
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Makarenko: The principle of mercy and severity
Implement requirements
Establish and improve the student collective
Enrich collective activities
Strengthen personal education and influence the collective through individual education
Principle of teaching students in accordance with their aptitude
meaning
Target each person’s characteristics and proceed from reality (targeted)
eg:
A key opens a lock
Look at it, look at its reason, look at its place
Implement requirements
The principle of consistency and coherence in educational impact
meaning
home school club
eg:
Implement requirements
Cooperation of schools, parents and society - joint efforts in education
Ensure continuity and systematic impact on students
The principle of relying on positive factors and overcoming negative factors/doing good and saving people
meaning
Overcome shortcomings through advantages
eg:
Be good at saving the lost
Implement requirements
Divide the problem into two parts
Create conditions to turn negative factors into positive factors
Guide students to engage in self-education
The principle of combining positive education and discipline
meaning
Present facts and reason
eg:
Documents, class rules, school rules
Implement requirements
Present facts and reason
Convince people with reason
Inspire self-consciousness
guiding principle
meaning
Follow the lead and be good at it. Convince people with reason
eg:
Implement requirements
Explain the truth and clear the mind
Guided by favorable circumstances and guided by good intentions
Focus on praise and insist on positive education
model of moral education
cognitive model
representative figure
Piaget (originator): Dual story method, four stages
Kohlberg: Moral Dilemma Story Method, three levels and six stages
status
The most popular and dominant moral education theory among contemporary educational theories
Features
Human nature is rational, focusing on the interaction between individual cognitive development and social objects
Focus on studying the development process of individual moral cognitive abilities
View
It is assumed that people's moral judgment develops continuously from low to high according to certain stages and sequences. The purpose of moral education is to promote the development of children's moral judgment and its relationship with behavior.
Focus on moral cognition
considerate mode
representative figure
In the 1970s, Peter MacPhail and his colleagues
Features
Adhere to the theory of good nature
Insist that people have an innate tendency toward self-actualization
Cultivate a sound personality
Vigorously advocate a democratic outlook on education
View
Put the cultivation of moral emotions at the center and learn to care
feature
"Lifeline" Social Situation Issues
"put yourself in"
"Proof Rules"
"What Would You Do"/"Take Action"
Theoretical assumptions
Getting along well with others is a basic need for human beings; guiding students to learn to care and understand; (standing on other people's perspective) experimenting with different roles and identities, social experimental period (12-18 years old)
social learning model
representative figure
Bandura (USA)
Features
Develop ethical behavior through observational learning
It is believed that people and the environment are an interactive body. People can not only respond to stimuli, but also actively interpret and act on situations.
The focus is on "doing"
Pay attention to observational learning, pay attention to reinforcement (direct reinforcement, substitute reinforcement, self-internal reinforcement); moral environment and psychological adjustment mechanism; pay attention to the role of role model
value clarification model
representative figure
Russ Hamming
View
Teach students to analyze and choose different moral values (good and bad values)
Purpose: Help/teach students to choose
Pay attention to "knowledge" and improve students' ability to clarify, analyze and analyze
Target
To enable people to acquire a sense of value that enables them to adapt to the changing world in which they live in a satisfactory and wise way
process
Choice (complete freedom, careful thinking); Appreciation (satisfied with the choice and announced); Action (use this as a way of life and repeat it)
advantage
Respect children's status
Develop children's moral judgment
Pay attention to real life
Strong operability
collective education model
representative figure
Makarenko
Features
parallel education
View
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The stage where students’ outlook on life begins to take shape and their moral character becomes differentiated into two levels: the second grade of junior high school
Moral education aesthetics
Beijing Normal University--Tan Chuanbao
Three basic issues: theory of aesthetic moral education, theory of moral education, and theory of ultimate moral education
constitute
moral beauty
The truth and goodness of morality itself
The beauty of moral education
The situation and subject matter of the moral education process
The beauty of teachers
The teacher’s beauty in appearance, morality and style
Works whose objects of moral education are moral education activities
Ways of Moral Education
Also known as the organizational form of moral education - moral education channels refer to the channels that school educators can choose and use when implementing moral education for students.
Attend class
Ideological and Moral Courses (Ideological and Political Courses) and Teaching of Other Subjects—Basic Approaches
Ideological and Moral Courses—Direct Moral Teaching
Teaching other subjects—the most frequent, the most basic, and the most effective
meeting
School meetings, class meetings, weekly meetings, morning meetings, study of current affairs and policies
School meetings and class meetings are activities that all teachers, students and classmates of the school participate in. They can have a lasting and subtle influence on students and solve students' ideological problems in a timely and targeted manner.
people
The work of the class teacher - an important and special way
Class is the basic unit of school education
The class teacher conducts conduct evaluation and individual education work
Activity
social practice activities
Extracurricular, extracurricular activities
Communist Youth League, Young Pioneers organization activities
Psychological counseling, campus life...
Methods of moral education
persuasive pedagogy
Status: most commonly used, most basic
connotation
Present facts and reason
Way
Verbal persuasion (explanation, report, conversation, discussion, guided reading)
Statement of facts (visit, interview, investigation)
Require
Clarity of purpose and pertinence
Informative and interesting
Pay attention to the timing
Sincerity
role model
connotation
role model
Require
Choose good role models to learn from (prerequisite)
Model: parents, teachers Model: great people, heroes Typical: outstanding students
Inspire admiration for role models
Pay close attention to the implementation of regulatory behaviors
eg:
Peaches and plums, the next from Seikei
His body is upright but he does not follow orders. His body is not upright and he does not follow orders even though he is not upright.
edification pedagogy
Educate students in a silent way through subtle influences
Including personality influence, emotional cultivation, environmental cultivation and artistic cultivation, etc.
Test points
Let every wall in the school speak; class spirit and school spirit; sneak into the night with the wind, moisturizing things silently
Mencius' mother moved three times; living with good people is like entering a house of Zhilan, where she becomes fragrant over time and supports things to express her aspirations.
Practical exercise method
Purposefully organize students to participate in various practical activities so that they can exercise their minds, grow their talents, and develop good thinking and behavioral habits during the activities.
exercise method
Learning activities, social activities, productive labor and extracurricular cultural, sports and scientific and technological activities
Require
Regular training (rules and regulations): sound, knowledgeable (clear content), and
Practical exercise: before - clear purpose and careful planning; during - mobilize initiative; after - pay attention to inspection, persevere, and summarize at any time
Moral Cultivation Guidance Method
Study, self-criticism, motto, self-practice experience and exercise, self-education, and self-examination three times a day
moral evaluation method
Skinner's "Principle of Reinforcement" - including rewards, punishments, evaluations and conduct assessments, etc.
Reward method
Approval; praise (oral and written); reward
method of punishment
Negation; criticism; punishment
Require
Increase awareness of the relationship between rewards and punishments
Education without punishment is imperfect
The purpose is clear and specific
Objective and fair, conducive to unity
Reward mainly: suppress while promoting
Promote democracy and actively participate in students
Role playing method
Put yourself in other people’s shoes, be considerate and caring for others
cooperative learning method
Class management and class teacher work
class
The earliest proposer of the word "class"--Erasmus
A class is a basic educational unit with a fixed number of students formed by organizing students of similar age and knowledge into classes to achieve certain educational purposes.
Class is the most basic formal organization in the school administrative system, the basic unit for carrying out teaching activities, and the basic organization for other educational activities.
Function
social function
Pass on social values and guide life goals; teach scientific and cultural knowledge to form basic skills of social life; teach social life norms and train social behavior; provide role learning conditions and cultivate social roles
personalized function
Development-promoting functions (promoting the development of students' cognition, emotions, interests, attitudes and social skills)
Features that meet your needs
Diagnostic function
corrective function
Correct students' bad tendencies and promote students' good development
Class management
concept
Class management is a dynamic process, which is led by the class teacher and carries out purposeful and organized class student group activities.
The object of class management is students
The central task/fundamental purpose of the class teacher: to achieve educational goals and enable students to develop fully and comprehensively
The functions and purposes of class management
Function
Main functions--help to achieve teaching goals and improve teaching efficiency
Basic functions - Helps maintain class order and form a good class style
Important function--helps to train students' abilities and learn to take care of themselves
social function
Convey social values; master basic life skills; transmit social life norms; cultivate social role awareness
Personalization features
Promote the development of self-awareness and form positive personality qualities
Develop students’ individual differences and form students’ unique personalities
Correct students' bad tendencies and promote students' good development
Purpose
The fundamental purpose is to achieve the purpose of education and enable students to develop fully and comprehensively
process
Formulate plans, organize implementation, and evaluate and summarize
content
Class organization building
formal organization
three levels
The first level is the role responsible for the whole class; the second level is the role responsible for the group work; the third level is the role responsible for their own tasks.
Rules and regulations established
informal organization
Based on personal attributes and personal favorability
emotional connection
type
Positive type (consistent with formal organizational goals); entertainment type (similar interests); negative type (inconsistent with formality); destructive type (no standards of right and wrong, good and evil, breaking the law)
Class organization structure
linear
Class teacher → monitor → group leader → student
functional
Class teacher → monitor → (study committee member, sports committee member...) → team leader → student
Linear functional type - most primary and secondary schools
Class teacher → monitor, league secretary → (study committee member, discipline committee...) → students
The structure includes: authority structure (squad leader, committee members, team leader), role structure, teacher-student relationship structure, student-student relationship structure
Contents of class organization construction
Establish a good class collective; guide class construction
Principles of class organization and construction
Principles conducive to education--the first principle
The principle of consistent goals
Principles conducive to physical and mental development
Class system management
The system is the code of conduct that regulates the relationship between people. As a class management, the system is the specific embodiment of management.
Class teaching management
Teaching is the central work of the school, and teaching quality management is the core of class teaching management.
Class activity management
Version 2
Class teaching management
A group of teachers with the class teacher as the core; a teaching communication system for class cadres; a teaching execution system for study group leaders - class teaching management and command system (assignment submission process)
Class moral education management
Management of class sports, health and extracurricular activities
Class life guidance
in principle
scientific principle
Laws (basic laws of class management, laws of education and teaching, laws of students’ physical and mental development)
democratic principle
student participation in management
principle of consciousness
self-management ability
integrity principle
The head teacher coordinates all aspects of education (internal and external)
method
How to get to know students
Observation method, conversation method, investigation method and written material analysis method
reasoning
Present facts and reason to help students analyze and understand problems
Require
Utilize prestige to educate students; not only to be an assistant to the topic, but also to be emotionally involved; to reason in accordance with their aptitude
self-management method
A management method in which students organize themselves, self-evaluate, self-understand, and self-control
emotional motivation method
Methods for class managers to create beautiful situations to infect and edify students so that they can form certain moral qualities
model
Regular class management
Manage the regular activities of the class by developing and enforcing rules and regulations
Class parallel management
The class teacher not only affects the individual indirectly through the management of the collective, but also affects the collective through the direct management of the individual.
Makarenko's "parallel influence"
Class democratic management
A management method in which class members participate in the full management of the class on the premise of obeying the correct decisions of the class collective and taking responsibility.
"Junior cadre rotation system"; many students participate in management
Class goal management
The class teacher and the students jointly determine the overall goals of the class and then transform them into group goals and individual goals
[USA] Drucker
Current problems and solution strategies in class management in schools in my country
question
The class teacher's class management style is more authoritarian.
The class management system lacks vitality and students’ participation in class management is low
solve
Establish a student-centered class management mechanism
To meet the developmental needs of students
Establish students’ dominant position in the class
Purposefully train students’ ability to self-manage classes
Class emergencies
Processing principles
Principle of education; principle of objectivity; principle of validity; principle of acceptability; principle of cold treatment (teachable jokes)
How to deal with it (educational wit)
Face it calmly: respond tactfully and decisively: deal with it fairly and democratically; be good at summarizing and guiding
Class culture construction
Connotation and classification
The connotation of class culture
Broadly speaking: all cultural elements in class life
Narrow sense: the unique culture passed down by all members of the class
Classification of class culture
Hard culture: It is a kind of "explicit culture"-material culture
Soft culture: It is a kind of "hidden culture" - institutional culture, spiritual culture, behavioral culture
main content
Class material culture (basic)
Class behavior culture (the most active factor)
Class system culture (guarantee)
Tangible form: rules and regulations
Invisible form: collective convention
Class spiritual culture (soul and core)
Build process
Form class cohesion and collective sense of honor
Form a correct public opinion orientation and a good academic style
Class spiritual culture needs to be consolidated by all students
The significance of building class culture
Conducive to the all-round development of students
Set a typical personality role model for students
Cultivation of good class collectives
class concept
It is a social and psychological community organized in accordance with the training objectives and educational standards of the class teaching system and characterized by joint learning activities and direct interpersonal communication.
The object of class collective education is students; it is the central task and primary task of the class teacher's work
The class collective is not a simple collection of students. It will not form spontaneously. It requires the joint efforts of the whole class, the class teacher, and the teachers of each subject.
Characteristics of the class group
A clear common goal is the basis for the formation of the class
a certain organizational structure
certain rules for living together
An equal and psychologically compatible relationship between group members
The educational role of class collectives
Conducive to forming students’ collective consciousness
Conducive to cultivating students' social communication skills and adaptability
Class collective is the basic place for students’ activities and communication
Conducive to training students’ self-education ability
The best carrier to manage yourself, educate yourself, and carry out activities independently
The development stage of the class group
The loose group stage in the initial establishment period
The busiest period for a class teacher is also a critical period when the teacher’s ability to work is put to the test.
The cooperative group stage of the consolidation period
core formation
The class develops steadily and has distinctive characteristics.
The collective stage of class collective maturity
The highest level, the class group tends to mature
Version 2
Formation stage
Isolated individual, teacher directs
core formation stage
core figure, class cadre
development stage
Commonality - unity and friendship among classmates, forming good public opinion and class style
mature stage
Personality development, equality, harmony and progressive cooperation
Version 3
loose period
In the early stage, we didn’t know each other
assimilation period
Understand and form partners
cohesion period
Form the core of the class collective
formative period
Organize your own activities
Version 4
Pre-school group stage
The prototype stage of the class group
Class collective maturity stage
Version 5
aggregation stage
Pre-school group stage
class group stage
Formation and training of class collectives
Determine the development goals of the class collective
The basis for class collective formation
Goals are the direction and motivation for collective development; they can be divided into three types: short-term, mid-term, and long-term. They should be from easy to difficult, from near to far, and gradually improve
Establish an effective class collective core
Class cadre; good at discovering and cultivating activists
It is the core that drives the whole class to achieve collective development goals.
Training class cadres
Strict requirements; patient guidance; pay attention to frequent changes in student collective leadership (rotation system for small cadres);
Establish normal order in the class
When you take over a class, the first thing you need to do is
It is the basic condition for maintaining and controlling students' life in school and an important guarantee for teachers to carry out their work.
Organize various educational activities
Mainly include daily education activities and periodic education activities
Cultivate correct public opinion and good class style
important signs of formation
Good class style is the common tendency of the mental state of most members of the class.
Overview of the work of the head teacher
class teacher concept
"Regulations on the Work of Class Teachers in Primary and Secondary Schools" on August 22, 2009: A class teacher refers to a teacher who is fully responsible for the thoughts, learning, health and life of a class of students in the school. He is the organizer, leader and educator of the class. It is the implementer of the school's educational philosophy, the link between class teachers and student team organizations, and the bridge between the school, parents and society.
The Ministry of Education's "Regulations on the Work of Class Teachers in Primary and Secondary Schools": Class teachers are the main implementers of daily ideological and moral education and student management in primary and secondary schools, and are leaders in the healthy growth of primary and secondary students. Class teachers must strive to become life mentors for primary and secondary students.
It's just status, not role
form
Grade appointment system
A teacher who serves as a teacher of all or most subjects in a class is suitable as a general teacher in the lower grades of primary school.
Academic appointment system
Each subject is held by a number of teachers; the subject appointment system gradually replaces the grade appointment system
In 1904, the "Regulations of the School" (Guimao Academic System) stipulated that each school should appoint a full undergraduate teacher - a person who "should be responsible for teaching students and taking charge of their respective positions" - marking the beginning of the grade-level appointment system.
During the period when a teacher serves as a class teacher, the main job is to work as a class teacher. The teacher is selected by the school for one consecutive school year and receives pre-job training. One class teacher
Basic qualities/quality requirements of head teachers
Noble ideological and moral character; strong organizational skills; firm belief in education; parental heart; multi-faceted interests and talents; good at dealing with people (excluding advanced subject knowledge)
The status and role of the class teacher in class management
Designer of class construction
Design basis for class goals
National education guidelines, policies and school training goals
The actual development level of the class group
leader of class organization
The performance of the class teacher’s leadership influence in class management
Authority and influence - the authority, power and status of the head teacher
Maintain authority and status and create good prerequisites for class management work
The role of a class teacher and the basic conditions for class management
Prerequisites for carrying out work
Personality influence – the head teacher’s personality traits and charisma
Class student Ren’s own emotional experience of educational work
Ability to have a positive impact on students
Highly developed ability to control oneself
The leader (artist) who coordinates interpersonal relationships in the class
Communication is an important means for the formation and development of class interpersonal relationships
Coordinate various educational factors within the school and the relationship with family and social education (external)
The head teacher’s leadership style
Common leadership styles today
"Teaching Center"--mostly used (only looking at grades and scores)
"Collective center" (not only attaches importance to the educational function of the collective, but also attaches importance to education and transforms individual students)
type
Authoritative, democratic, laissez-faire
Tasks of the head teacher
basic tasks
Lead the class well and teach the students well
Work focus/routine work
Provide ideological and moral education to students
Top priority/central work
Organize and establish a good class collective
central mission/ultimate purpose
Promote the all-round development of all members of the class
The content and methods of the work of the head teacher
regular work
Understanding and studying students - the premise and foundation of the work of the class teacher
method
Observation method - the most basic method
The most fundamental method to understand students' performance-testing method
Conversation method - face-to-face conversation, flexible and convenient, understanding details and communicating feelings
Survey method - survey interview, indirectly understanding students from the side (questionnaire, discussion)
Written material analysis method/student work analysis method - the simplest method (student transcripts, homework, art works)
Effectively organizing and cultivating outstanding class collectives - the central link and primary task of the class teacher's work
Coordinate various educational forces inside and outside the school (teachers of this class, class team activities, family, society)
Study guidance, study activity management and life guidance, life management
Organize extracurricular and extracurricular activities and guide extracurricular life
Create student profile
Types of archives: collective archives and individual archives
Steps: Collection - Arrangement - Appraisal - Storage
conduct assessment
Conduct assessment is based on the purpose of education as the guiding ideology and the "Student Code" as the basic basis. It summarizes and evaluates students' study, labor, life, conduct, etc. within a semester.
significance
Help students understand themselves; help students’ parents understand their children’s comprehensive performance; help subject teachers understand students
in principle
Reflect the idea of quality education (developmental evaluation concept); be fair and objective; promote student development
step
Student self-evaluation → group evaluation → class teacher evaluation → information feedback
Require
Be realistic and focus on the main issues; comments should be concise, specific and relevant
Class teacher work plan and summary
Category: Comprehensive summary and special topic summary - conducted at the end of the semester and school year
Organization of class activities
The class meeting is an effective form and important position for the class teacher to educate the students. It is an important method to cultivate excellent class collectives and a basic way to develop students' activity ability.
Characteristics of class meeting activities
Collectiveness, autonomy and pertinence
type
Regular class meetings, life class meetings and theme class meetings
Individual education work-for all students
Individual education for top students
Strict requirements to prevent complacency; continuous motivation to improve the ability to resist setbacks; eliminate jealousy and fair competition; give full play to advantages and drive the whole class
Individual education for secondary school students
Classification
①Students with a good ideological foundation who want to do something but can’t do it well ②Students who are in the middle of the pack ③Students with unstable academic performance
Characteristics of average students: lack of confidence and weak desire to express themselves
Pay attention to the education of middle school students; provide targeted education according to different characteristics: increase self-confidence and give opportunities to show talents
Individual education for underachievers
Low motivation for learning, temporarily lagging behind in academic performance and ideological and moral character, low self-esteem, suspicious and rebellious mentality, lack of moral concepts and the ability to distinguish right from wrong, good and evil
Combining care and love with strict requirements; cultivating and stimulating learning motivation; exploring bright spots, enhancing self-confidence and collective sense of honor: teaching students in accordance with their aptitude, prescribing the right medicine to the case; perseverance
Responsibilities of the head teacher
The responsibility of education, the responsibility of cultivating, the responsibility of discovery, the responsibility of activating, the responsibility of consolidating
Extracurricular, off-campus education
concept
In addition to the curriculum plan and subject curriculum standards, various purposeful, planned and organized educational activities are implemented for students using their spare time.
Extracurricular activities (organized by schools and classes); extracurricular activities (organized by off-campus educational institutions); extracurricular activities are necessary supplements, not an extension and deepening of classroom teaching (elective courses and self-study courses belong to classroom teaching)
Extracurricular, off-campus education and classroom teaching
connect
The purpose is consistent; planned and organized; cooperate with each other - jointly promote the all-round development of students
the difference
classroom teaching
Enable students to meet the basic requirements of the syllabus as much as possible at the same time
Students are assigned to certain classes, which is mandatory
The content is limited by the course plan and syllabus, and the form is mainly a class teaching system.
Teachers (key) play a leading role, and students (fundamental factors) are the objects of teaching and the masters of learning.
Learning method: acceptance and practice
Extracurricular and off-campus education
Enable students to develop their own individual strengths on the basis of all-round development
An activity in which students participate voluntarily
The content is not or not completely controlled by the teaching plan, and is flexible and diverse in form.
The teacher plays the leading role (inspiration and guidance), and the activities are carried out independently by the students.
Learning style: independent exploration
significance
Broaden horizons and acquire knowledge; develop intelligence and cultivate abilities; it is an important way to carry out moral education; develop personality and teach students in accordance with their aptitude
Main content (what to learn? )
Subject activities (a powerful supplement to classroom teaching activities and the main part of extracurricular activities) - Chinese, mathematics, and painting interest groups
Science and Technology Activities--Manual Ability
Cultural and sports activities-literary arts, entertainment, sports training and competitions
Social activities, charity activities
Game activities-the main form of kindergarten organized activities
extracurricular reading activities
Theme activities--"Theme Month"
Organizational form (how to carry out? )
Personal activities/individual activities
Various learning and practical activities - conducted individually
Group activities - the most basic
It is characterized by voluntary cooperation, small and dispersed, flexible mathematics group and aircraft model group.
Mass activities (at least several grades participate)
Popularity - various reports, lectures, sports games, one-time popularization
Main features and requirements
main feature
Have a high level of autonomy
Students organize, design and do their own work - giving full play to their subjective initiative
Great flexibility in form
Start from actual needs
The content is highly practical
Students' knowledge and skills are mainly acquired through their own design and hands-on work
Organizational voluntariness and selectivity
Students can voluntarily choose according to their own interests, hobbies and expertise
Extensive content; openness, comprehensiveness, interest, and exploratory (multi-disciplinary, breaking through school walls)
Require
Have clear purpose and planning; rich in content and diverse forms: adapted to local and school conditions
repair
The formation and development of primary school children's peer groups--[Japan] Hirota Kimi
Isolation period (first half of grade 1)
The children have not yet formed a certain group, and each is exploring who to make friends with.
Horizontal differentiation period (grades 1-2)
Due to the proximity of space, a certain connection is established; for example, if the seats are close, people go to and from school in the same way.
Vertical differentiation period (grades 2-3)
Dominant and dominated status are divided according to learning level and physical strength.
Partial group formation period (grades 3-5)
Form several small groups and form leaders
Collective merger period
Alliances occur between small groups to form large groups, group consciousness is strengthened, and behavioral norms are formed
Class rules and regulations
Uniformly stipulated by the education administration department
Student Code of Conduct, Daily Behavior Standards, Physical Exercise Standards
formulated by the school
Attendance system, reward and punishment system, classroom routines, homework requirements, etc.
Made by the class
System (provided it does not violate the school’s rules)
Educational research and its methods
Educational Research Overview
connotation
concept
Educational research is a cognitive activity that takes educational issues as the object, uses scientific methods, follows certain research procedures, collects, organizes and analyzes relevant data to discover and summarize educational laws.
Components
Objective facts and phenomena, scientific theories, methods and techniques
basic properties
Culture, value and subjectivity
Basic Features
objectivity
Any educational phenomenon exists objectively. Researchers must strictly follow objective reality and observe and react to the facts accurately and truthfully.
scientific
primary purpose of educational research
Systematic
Use a comprehensive, holistic, and connected perspective
Comprehensive
The problem lies in combining theory with practice
Verifiability
Strictly follow the steps and procedures of the research method
innovativeness
reflect
The former - the project holder must first have innovative consciousness and ability; the middle - must adhere to the principle that practice is the standard for testing truth; the latter - the innovativeness of educational research results
Mass nature
Must rely on three teams
The first is the professional theoretical team; the second is the educational administrators; the third is the principals and teachers
The mass character is a distinctive feature of primary and secondary education research and is the condition and foundation for the development and prosperity of educational research.
Delayed effect
There needs to be a process
in principle
The principle of objectivity (basic principle); the principle of innovation; the principle of integrating theory with practice; the ethical principle (obeying social moral standards and not infringing on the rights of subjects)
type
According to research purpose
basic research
Characterized by abstraction and generality, it describes and explains certain phenomena and processes as well as their activity mechanisms and internal laws.
applied research
Solve some specific problem or provide directly useful knowledge
development research
Apply, promote and popularize research results and experiences
Depends on methodology
Quantitative Research/Quantitative Research
Focus on using numbers and quantities to describe things by solving "how much" quantity questions
method
Survey method, correlation method (the relationship between two factors, such as lighting on learning), experimental method
qualitative research
By solving the "why" question, we can then describe things verbally
method
Interview method, observation method, case study method
divided into
descriptive research
Study "what, why, how"; it has no impact on objective things and does not change
Observation
interventional research
Change the status quo and solve problems
Experimental Method
According to the function of the study
developmental research, evaluative research, predictive research
Based on the methods used in the study
Historical research, descriptive research, comparative research, experimental research, theoretical research
significance
Final goal
Improve the current status of education and promote educational development
Promote educational reform and development; improve the quality of education and teaching; enrich educational scientific theories (the main body of practice and research education); improve the quality of teachers themselves (the key to education is teachers)
The basic process of educational research
Choose a research topic
The starting point and key step of educational research
A good research topic has the following characteristics:
It must be valuable, scientifically realistic, clear and specific, novel and original, and feasible.
source
Starting from educational practice, the ways to generate educational research topics are as follows:
The needs of social change and development; the deepening and expansion of subject theory; the personal practice of educators
Starting from educational theory, the source of educational research topics
Existing research results; controversies over theoretical viewpoints; guides for topics at all levels...
Educational literature search and review
Document retrieval is an essential step throughout the entire research process
type
According to the degree of processing
primary document
Monographs, papers, investigation reports, archival materials, etc. are original documents created based on the author's own practice. They are documents that directly record events, research results, new knowledge, and new technologies. They are creative and have high direct reference. and use value. However, the storage is scattered and not systematic enough.
secondary literature
Including titles, bibliographies, indexes, abstracts, abstracts, etc., it is a retrieval document that processes and organizes the original documents to make them systematic and theoretical. It is reporting, compilation and concise. It is an understanding of primary documents and is The main components of the search tool. Ruyilin, readers, etc.
tertiary documents
Including dynamic reviews, special reviews, progress reports, data manuals, annual encyclopedias, and special research reports. It is a reference document that is comprehensively condensed after extensive and in-depth analysis and research of primary documents within a certain range on the basis of using secondary documents. This type of review document has high overall concentration, wide coverage, and large amount of information. It is large, novel in content and has the characteristics of comprehensiveness, concentration and reference.
Function by document
factual documents
Refers to documents that specifically provide factual evidence for educational scientific research, including factual materials in various forms and contents that have been discovered and confirmed at home and abroad in ancient and modern times. Such as cultural relics, monographs on educational history, various test scales, various educational experimental reports, educational records of famous educators, etc. - primary documents
Tool documentation
It is a document that specifically provides retrieval consultation for educational scientific research. Including reference books, online search queries (fastest), academic trends review, etc.
theoretical literature
It is a document dedicated to providing rational understanding for educational scientific research. Including educational monographs, papers, anthologies, educator reviews, methodological works, etc.
policy literature
It is a document that specifically provides policy basis for educational scientific research. Including rules and regulations, government documents and statistical data
empirical literature
Documents that provide perceptual knowledge. Refers to survey reports, work summaries, experiences, educational reference books, school textbooks at all levels and types, syllabuses, etc.
basic process
Pre-analysis and preparation stage, mid-search stage, post-processing stage
main method
Follow-up method
According to the time range, the search starting point is the time when the subject research occurred. Search according to the chronological order of occurrence and development of events, from far to recent, and from old to new. Generally you can check everything.
reverse search method
Use the time of project research as the starting point for searching, and search in order from recent to far, from new to old.
Citation search method/tracking method
Search by topic, "snowball"
Comprehensive search method
Refers to the combination of various methods to achieve the purpose of retrieval
Require
Comprehensiveness, accuracy, diligence in accumulation, good at thinking
effect
Help researchers select research topics and research directions; provide scientific basis and methods; avoid duplication of work and improve the efficiency of scientific research
Develop a research plan
basic requirements
What to study; why to study; how to study; expected results
Collection, organization and analysis of educational research data
Data is the main task and basis of research
Basic steps of data analysis: read the data - filter the data - interpret the data
How to analyze data
Qualitative analysis
Process text description data,
Quantitative analysis
expressed in quantitative form
It is an important symbol of the maturity of educational research and can eliminate some unnecessary disputes.
use
Naming measurement/categorizing measurement
The size of the numbers is meaningless; student number, license plate number "1 boy: 2 girl
sequence measurement
There is order, size; competition ranking, ability level
Fixed distance measurement
There are equal distances and no absolute zero; temperature
Ratio measurement/ratio measurement
There is an absolute zero point, there are equal units, and it can be calculated concretely; wages
Comparison between quantitative analysis and proportional analysis
Quantitative Study
Quantitative information can be provided; rough explanations; results can be extrapolated to the whole; conclusions are deductive.
qualitative research
Solve the question of why; results cannot be extrapolated to the whole; conclusions are inductive
Writing educational research papers and reports
Empirical research report
Experiment report, investigation report, observation report
The structure includes: introduction, research objects and methods, research results, analysis and discussion of results, conclusion, appendix
theoretical academic papers
There are cases, reviews, reviews, and theoretical papers; academic papers are written in the form of argumentative essays
The structure includes: title, signature, abstract, keywords, preface, main text, conclusion, notes (references), etc.
The main text of an academic paper consists of three parts: introduction (preface), main body, and conclusion.
The structural arrangement of this thesis part
Parallel argument (parallel argument)
Layer-by-layer inference type (progressive type based on arguments) - the certification is carried out layer by layer and in-depth step by step.
Parallel layer-by-layer combination type
educational research methods
concept
A general term for the steps, means and methods people take in conducting educational research
Commonly used educational research methods
observational research method
Widely used: "the front door to scientific research"
Systematic observation of things in their natural state through the use of sense organs and auxiliary instruments
type
According to the observed situational conditions
natural observation method, experimental observation method
Whether to use instruments and equipment
Direct observation method, indirect observation method (using instruments or other technical means as an intermediary)
Whether the observer is directly involved in the activities of the observed
Participant observation method (not revealing identity, concealment); Non-participant observation method (bystander)
Whether observation activities are strictly controlled
Structured observation (purposeful, planned); unstructured observation (unplanned, random, flexible, elastic)
Advantages and Disadvantages
advantage
In the natural state: objective and true; conduct long-term follow-up research
shortcoming
Sampling is small; material is superficial; cannot explain cause and effect of observed phenomena
survey research method
The most basic and widely used method is questionnaire survey
Methods: Use observation, lists, questionnaires, interviews, tests, data review, case studies and tests, etc.
To solve the problem, seek an entry point rather than a direct solution
Classification
according to purpose
[Historical survey, current situation survey, development survey], [routine survey, comparative survey, cause survey]
experimental research method
Control or intervene in certain conditions and discover the cause and effect of things
Independent variable - change by yourself
Dependent variable - changes passively due to changes in the variable
For example: the impact of different teaching models on student performance, the independent variable is teaching model; the dependent variable is student performance.
Features
Scientific hypothesis is the premise; the purpose is to reveal the causal relationship between variables; the experiment must control certain conditions; it can be verified repeatedly; (the experimental process is strictly proactively controlled, proactively transformative - proactive control)
Advantages and Disadvantages
advantage
The research results are objective, accurate and reliable; easy to repeat operations; give full play to the researcher's initiative; control changes and improve the credibility of the research: strict logic
shortcoming
It is too far from real educational activities; the experimental subjects are humans and may have negative effects.
case study method
Its mission is to reveal the characteristics and laws of the formation and change of educational objects, as well as the various factors that affect the development and change of individual cases, and to propose corresponding countermeasures.
Seven Ws: Who, What, Where, How, Why, Time, Whwn, Whom
method
Tracking method, causal method, clinical method, product analysis method, educational consultation method
Advantages and Disadvantages
advantage
Vividly describe the process and vividly display your personality
shortcoming
Strong subjectivity; often encounter ethical and moral issues; limited generalization
Emerging educational research methods
action research method
First proposer: [USA] Lewin
Core: Reflection
Educational action research, also known as "teacher action research", refers to teachers' independent reflective exploration in real teaching situations, with the main purpose of solving specific practical problems in work situations, emphasizing the integration of research and teaching activities, so that Teachers learn, think, try and solve practical problems from the work process
Features
Aiming to solve problems and improve practice; combine research and action (research while teaching); conduct it in a "joint cooperation" way (teachers and researchers), exploit strengths and avoid weaknesses; have an ever-expanding spiral process (problems continue)
step
Plan, act, inspect, reflect
Advantages and Disadvantages
advantage
Flexible, able to make timely feedback and adjustments; combine theoretical research with practical problems; effective in solving practical problems
shortcoming
The process is loose, arbitrary, and not universally applicable
Qualitative research method/field research method/participant observation method
It is a research method based on experience and intuition, using the researcher himself as the research tool, and relying on the researcher's own insight to understand and explain the behavior and meaning construction of the research object in the interaction with it.
Features
Qualitative research originated in anthropology, sociology, folklore and other disciplines. It is an inductive, descriptive, and on-site participation research method.
Advantages and Disadvantages
advantage
In-depth and detailed description and analysis; suitable for in-depth research on small samples; focusing on the natural scenarios in which events occur and the dynamic process of event development
shortcoming
Not paying attention to universality; long cycle, time-consuming and laborious; difficult to detect reliability and validity
educational narrative research method
It conducts research by capturing the story-like characteristics of human experience and presents the research results in the form of stories (educational logs)
It is recording and reflection, which may not solve the problem.
Educational essays; comparative research method; historical research method (the historical events of the occurrence, development, and evolution of a certain educational phenomenon); educational experience summary method; work analysis method
Blind method - the research results are true and reliable
Single blind: only the research subject does not know
Double-blind: neither the research subject nor the researcher knows, only the designer knows
Sanyu: I don’t even know
repair
random sampling method
Basic requirements for sample selection
Clearly define the population, ensure randomness in sampling, always be more representative, and determine a reasonable sample size
Determinants of sample size
The objective conditions of the subject itself; the content of the research; the research methods adopted; the basic principles of statistical sampling
simple random sampling
Method: Drawing lots, random number table
The number of samples is small and the overall heterogeneity is small (the difference is not big)
Advantages and Disadvantages
advantage
Simple, easy to implement and highly representative
shortcoming
Not applicable when the number is large or heterogeneous
cluster random sampling
The whole group is regarded as an individual, and the overall scope is large and the number is large (taking into account the cooperation problem between teachers and students, the research class is deliberately selected without disrupting the original teaching unit)
Advantages and Disadvantages
advantage
Sampling is simple, saving time and effort
shortcoming
Low representativeness, not suitable for situations where the homogeneity of each layer is low
staged random sampling
Carry out two samplings, the first time sampling is done in units of "parts"; then the sampling elements are extracted in "parts"
Equally spaced random sampling/systematic random sampling
According to a certain distance, it is suitable for sampling when the population is large, the sample is small, and the population has no intermediate hierarchical structure.
Advantages and Disadvantages
advantage
Strong representativeness, scattered and systematic sampling
shortcoming
If there are periodic changes, the error will be large.
stratified random sampling
According to a certain proportion - suitable for large populations, small sampling capacity, and large differences between strata within the population
Individuals in the population have different probabilities of being extracted, and are heterogeneous between layers and homogeneous within layers.
Advantages and Disadvantages
advantage
Reduce errors and effectively control
shortcoming
It is difficult to scientifically analyze and grasp the division of each layer
Teacher professional ethics
concept
The sum of the behavioral norms and necessary moral qualities that teachers should abide by when engaging in educational work is the basic moral norms and behavioral norms that teachers must abide by when regulating their relationships with others, society, etc. It is the general social morality in the teaching profession. special manifestation.
include
Teachers’ professional ideals, professional responsibilities, professional attitudes, professional discipline, professional skills, professional conscience, professional style, professional honor and other factors
Features
Distinctive inheritance; strong sense of responsibility; unique demonstration (leading by example, being a teacher by example - a significant sign that teachers' professional ethics is different from other professional ethics); strict standards
Characteristics of teachers’ professional ethics
Applicable pertinence (only for teachers); duality of requirements (teaching and educating people); comprehensiveness of content; exemplary behavior
Basic Features
High level of moral requirements
Moral realm is an important yardstick for measuring a person's moral level.
moral awareness
Teachers’ concepts, thoughts and attitudes towards the profession are the basis of professional behavior
The richness of moral emotions
profound moral impact
Wider (not just students), deeper (soul, quality), further (lifetime)
high level of consciousness
Knowledge, emotion, intention, action (symbol), (belief)
Exemplary behavior
The advancement of moral content (1997 edition of "Teachers' Professional Standards"
value
educational value
Teachers are people engaged in education, and the educational value of their professional ethics exists objectively
Cultural Value
Teacher professional ethics is both a behavioral norm and a cultural phenomenon
ethical values
The special value of teachers’ professional ethics is different from other professional ethics; it conforms to the requirements of students’ physical and mental growth rules
Function
Promoting function of teachers’ work-the most basic social role
form
External - public opinion, internal - inner belief
Educational functions for education objects (students)
Demonstrative function for social civilization
Guidance function for teachers’ cultivation
Society’s requirements for the overall quality of teachers are higher than those for practitioners in other industries
The basic principle
meaning
The most fundamental guiding principles and the most fundamental moral requirements that teachers should follow to correctly handle various interest relationships in their in-service education activities.
It points out the general direction of moral behavior in teachers' professional practice, embodies the essential attributes of teachers' professional ethics, governs the entire teacher's professional ethics system, and is the highest moral standard for measuring and judging the good and evil of teachers' behavior. --The basic principles of teachers' professional ethics have the function of guiding, commanding and ruling.
Revised version of "Code of Professional Ethics for Primary and Secondary School Teachers"
Adhere to people-oriented; combine inheritance with innovation; combine extensiveness with advancement; combine advocacy requirements with prohibitive regulations; combine heteronomy with self-discipline
content
The principle of teaching and educating people; the principle of being a teacher by example; the principle of obeying the law; the principle of educational humanitarianism; the principle of being willing to teach and being diligent; the principle of educational fairness; the principle of character modeling; the principle of teaching according to the law.
Loyalty to the people’s education is the basic principle of teachers’ professional ethics in our country
Main categories
Teacher obligations
Core: implement or practice educational justice and educational benevolence
Continuously improve ideological awareness and professional level; fulfill one's duties, teach and educate people; create a good internal education environment
The most important and basic manifestation of moral responsibility
Positive: teach and educate people: negative: don’t mislead your children
Teacher's conscience
Consciously restrain yourself and consciously regulate your behavior
connotation
Fulfill your duties: work consciously; care for students: teach in unity
Features
Fairness (for educational work, educational undertakings, students, and colleagues), comprehensiveness (rationality, irrationality), stability, implicitness (power from the heart), and universality
effect
Before – guiding teachers’ behavioral choices; Middle – monitoring the behavioral process; Post – evaluating behavioral results
High-level and highly educational-the characteristics that distinguish teachers’ professional conscience from other professional consciences
Teacher impartiality
Justice to individual students, justice to students collectively; fair and reasonable treatment and evaluation of all collaborators
Teacher justice is the core of educational justice
content
Adhere to the truth, handle matters impartially, and have clear rewards and punishments
Teacher Honors
It is a regulator of teachers’ moral behavior; a booster to better fulfill their obligations and improve their personality; an important spiritual condition for the formation of good teacher ethics.
content
Glorious role title, selfless professional characteristics, noble personality image
teacher personality
Adopt the strategy of "taking the best approach"
The value of the beauty of teachers
Give full play to the moral education potential of educational subjects; fully promote students' role models; improve the effectiveness of education and moral education
"Code of Professional Ethics for Primary and Secondary School Teachers" revised in 1997
Teach in accordance with the law, be dedicated to work, love students (emotional foundation, touchstone of professional ethics), rigorous academic studies, teamwork, respect parents, teach with integrity, and be a role model for others
Rigorous scholarship (self-improvement, development of the times) basically requires profound professional knowledge; the spirit of hard work and excellence; the attitude of modesty and prudence; the quality of innovation
2000 "Several Opinions on Strengthening the Construction of Professional Ethics for Primary and Secondary School Teachers"
Contents of professional ethics education for primary and secondary school teachers
Political theory, educational principles, policies, laws and regulations, teachers’ professional ethics (professional ideal education), teachers’ mental health education, etc. (excluding professional discipline education)
The "Code of Professional Ethics for Primary and Secondary School Teachers" revised in 2008
Patriotic and law-abiding
Basic requirements for the teaching profession
Love and dedication to work
Essential requirements of the teaching profession
Caring for students
The soul and core of teacher ethics
Caring for and caring for all students, respecting students’ personality, and treating students equally and fairly
Be strict and kind to students and be a good teacher and helpful friend to them
Protect student safety, care for students' health, and safeguard students' rights and interests
No sarcasm, sarcasm, or discrimination against students, no corporal punishment or disguised corporal punishment on students
Teaching and educating people
Teacher’s vocation/fundamental task
What distinguishes the teaching profession from other professions
Serve as a role model
Intrinsic requirements of the teaching profession
What distinguishes teachers’ professional ethics from other professional ethics
life-long learning
The inexhaustible driving force for teachers’ professional development
The evaluation system that reflects the development of teachers’ innovative abilities should include
①Professional ethics ②Understanding and respecting students, teaching design and implementation ④Communication and reflection
Teachers' Professional Code of Ethics
Basic norms of teachers’ professional ethics
Interpretation of "Code of Professional Ethics for Primary and Secondary School Teachers" and "Code of Professional Ethics for Teachers"
Teachers’ Ethics in the Educational Profession
Love education and be willing to contribute
Loving education is the basic requirement for teachers, and being willing to contribute is the true nature of people’s teachers
Teach and educate people, fulfill their duties
Teaching and educating people is the bounden duty of teachers, and it is the basic mission and main work of teachers.
Study rigorously and improve your level
Rigorous scholarship is the minimum criterion for measuring the level of teachers' professional ethics; the spiritual essence is to seek truth from facts
Teachers’ ethics in the teacher-student relationship
Love students
Caring about students’ growth: caring about students’ spiritual life, mental health, and physical fitness
respect students
Get to know students
It is the starting point for teachers to love students and the prerequisite for teachers to educate
Treat students fairly
Strict requirements for students
Speak with reason, speak with moderation, be strict but perseverant, be strict but methodical (method)
Teachers’ ethics among teachers
Respect colleagues
Unity
Prerequisite and foundation; be strict with yourself and treat others with sincerity
fair play
Teachers’ ethics in their own construction
Teach in accordance with the law, be dedicated to work, teach with integrity, and be a role model for others (work objects, labor tasks, and self-requirements of teaching)
Teachers’ professional ethics
meaning
In order to cultivate noble teacher ethics, teachers carry out self-training, self-education and self-cultivation.
A process of self-education and self-transformation based on the principle of properly handling one's own obligations in the education process
Fundamental contents
Ideological, political and moral cultivation, knowledge and skills cultivation, psychological quality cultivation
way
Knowledge--learning moral theory; Action--participating in social practice; unity of knowledge and action
method
Strengthen theoretical study and pay attention to introspection and caution
The highest level of teachers’ professional ethics--Shendu
Establish feasible goals and make unremitting efforts
Have the courage to practice and hone and enhance emotional experience
Learn from others with an open mind and communicate with others consciously
Carry out criticism and self-criticism correctly
repair
Improvement of teachers’ professional ethics
(External, social activities) Teacher professional ethics education
Inner, personal) teachers’ self-cultivation-theory and practice
Responsibilities of the Faculty and Staff Congress
Listen to reports on the formulation and revision of the draft school charter and put forward comments and suggestions for revisions
Listen to reports on school development plans, faculty and staff building, education and teaching reform, campus construction, and other major reforms and solutions to major problems, and provide opinions and suggestions
Listen to the school’s annual work, financial work, trade union work reports and other special work reports, and provide opinions and suggestions
Discuss and adopt the welfare and school allocation implementation plan proposed by the school that are directly related to the interests of faculty and staff, as well as the corresponding faculty appointment and assessment reward and punishment methods
Review the report on the handling of proposals from the school’s previous faculty and staff congress
Evaluate school leaders in accordance with relevant work regulations and arrangements
Provide opinions and suggestions on school work through various methods, supervise the implementation of school charter, rules and regulations, and decision-making, and propose rectification opinions and suggestions
Other matters agreed upon by the trade union regarding laws, regulations, rules and regulations between the school and the school