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MindMap Gallery pedagogy
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pedagogy
The necessary content for teaching qualifications and recruitment, and the notes for teacher recruitment are very comprehensive and easy to memorize. The description is comprehensive and I hope it will be helpful to those who are interested!
Edited at 2024-02-06 23:08:21
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pedagogy
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This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
Teaching Resources Section 2 Chapter 1 Basic Principles of Basic Educational Knowledge
- 25
Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
- 57
pedagogy
Education and Pedagogy (objective question)
Education and its emergence and development
Education Overview
Education etymology
Education is a social activity that has a purpose and cultivates people
Educate people
The target is people, make people do good
Purpose
Opposites: purposeless, accidental
Example: Multiple conflicts learn...
Sociality (acquired)
Opposite: Innate instinct
Counterexamples: baby sucking, knee-jerk reflex, baby grasping, crying at the wind
The first person to put forward the word education: "Mencius. Dedicate Your Heart" "To obtain the world's talents and educate them" The first to use education and education together
The earliest explanation of education was Xu Shen's "Shuowen Jiezi": "Teaching, the effect of what is applied to the superiors, and educating, raising children to do good things." Effectiveness: imitation - the exemplary role of teachers' work. Goodness: making people do good.
education concept
social perspective
Broad education
Social education, school education, family education
Purposeful, systematic, conscious, aimless, spontaneous, sporadic
Anything that can enhance people's knowledge and skills, develop people's intelligence and physical strength, and influence people's ideas and concepts
Education in a narrow sense
school education
Based on certain social requirements and students' physical and mental development rules, educators exert a certain influence on the educated in a purposeful, planned and organized manner and promote their development and change in the expected direction.
Education in a narrower sense
Ideological and moral education, that is, moral education
individual perspective
Individual learning and development activities
Consider both society and the individual
Education is a practical activity that occurs under a certain social background and promotes the development of individual socialization [commonality] and social individualization (individualization) [personality]
basic organizational form of education
portrait
Primitive education, ancient education, modern education, modern education, contemporary education
Horizontal
School education, family education, social education, self-education, natural form education (oral teaching, production and life)
Elevate
space/place/broad standard
Family education, school education, social education
The earliest independent form of education (the first form to appear) is social education
The form of school education appeared latest (slave society)
Family education appeared after the emergence of monogamous families
Formalization of the education system itself (with or without schools)
Institutionalized education and non-institutionalized education
Non-institutionalized education: not separated from daily production or life. For example: primitive social education
Institutionalized education: an educational form composed of specialized educational personnel, institutions and their operating systems (the emergence of school education) Institutionalized education is the advanced form (subject form) of human education
Time Standard/Industrial Technology
Education in Agricultural Society—Ancient Society
Education in Industrial Society—Modern Society
Education in the information society—education after the 21st century
According to the degree of formalization of education
(1) Formal education, non-formal education, informal education
Formal education (academic education): purposeful, planned, organized and academically qualified School education, work-study school (issuing academic qualifications) - technical secondary school diploma
Non-formal education: purposeful, planned and organized without academic qualifications - off-campus training
Informal education: education in everyday life Fragmented education - practice, reading, watching TV, etc.
Lifelong education includes formal education, non-formal education and informal education
(2) Formal education (formal and informal education), informal education
Lifelong education includes formal education and informal education
(3) Formal education (school education), non-formal education
Lifelong education includes formal education and non-formal education
attributes of education
essential attributes
Educating people, education is a social activity with the purpose of cultivating people. (True or False: You only need to highlight and train people)
The fundamental characteristics that distinguish education from other phenomena
The stipulation of educational quality
The stipulation of educational quality is the characteristic of education
essential attributes
True or False: The essence of education is to cultivate people with a purpose (True) The essence of education is to cultivate people's social activities (right) Education is an activity that cultivates people (right)
The essential difference between human educational activities and animal educational activities: sociality and consciousness (purposefulness)
The concrete and practical stipulations of education are reflected in (Three-level multiple choice, judgment)
Education is a conscious social activity unique to human beings
Education is an activity in which human beings consciously transmit social experience
Education is a social practice activity with the direct goal of cultivating people
social attributes
eternity
Education is a social phenomenon that has always existed with human society. It will exist as long as human society exists and will not end with the demise of the country.
historic
Different from ancient times to modern times (education in different periods has its different historical forms and characteristics) For example: in the Western Han Dynasty, hundreds of schools of thought were deposed and Confucianism was respected only. primitive, ancient, modern, modern
inheritance
Same as ancient and modern times, since ancient times
long term
It takes ten years to grow trees and a hundred years to cultivate people (long cycle)
relative independence
Education has its own development rules (historical inheritance)
Education will be affected by politics, economy, culture, and technology Separating the relationship between education, politics and economy denies the relative independence of education.
Imbalance between lead and lag
productive
Special (material spiritual)
national character
different countries
Tips: If class or era characteristics appear (select)
basic elements of education
Three elements (typical)
educator
leading
Educated person (learner)
main body
The unity of subject and object, the subject of learning and the object of education
Educational media (educational impact, educational measures) (Fill in the blanks and write down educational impact first)
content
educational content
educational materials
textbook
formal
educational means
Educational methods
Educational organization form
The most basic and decisive contradiction, the logical starting point of educational activities: the contradiction between the educated and the educational content
Four elements theory (higher)
educator
The main body of teaching in educational activities
learner
The main body of educational activities in middle schools
educational content
Objects shared by teachers and students in educational activities
educational means
Basic elements of educational activities. Educational means refers to the sum of various forms and conditions used by educators to impart educational content to learners. It mainly includes material means and spiritual means.
The unity of subject and object among educated people
True or False Question: Teacher and student dual subjects - teacher subject and student subject Multiple-choice questions: Single-choice best-teacher-led, student-centered
The function of education (the role of education) (what education can do)
The function of education is not equal to the essence of education
Object of action
Individual development function (ontological function (primary function)/basic function/direct function/micro function)
Individual socialization and individual individuation (social individuation)
Social development function (derivative function (expanded function)/instrumental function/indirect effect/macro effect)
Social factors (politics, economy, technology, etc.)
Extension: divided hierarchically, individual functions and derived functions
direction of action
forward function
Contribute to, promote, be positive
negative function
hindrance, negativity
The form of action
explicit function
Planned and expected (plan and actual are consistent)
Hidden functions
Unplanned, unexpected (inconsistency between plan and actual)
The two can be transformed into each other
1. The two can be transformed into each other 2. Hidden functions include both negative and positive functions 3. Subtle influence is generally a hidden function
Nature (relationship between things)
conservative function
Repeatedly passing on the knowledge inherited from the ancestors of the previous generation to the next generation
beyond functionality
Promote and lead social development through self-renewal and transformation of education
The origin of education
Elevate
Theory of the Origin of Life——Dewey
The theory of the origin of communication——Ye Lan
The Theory of Origin of Need - Yang Xianjiang
historical development of education
education in primitive society
educational characteristics
Education is non-independent and is closely connected with social life and productive labor. There are no specific educational places and full-time educational personnel (no schools and teachers)
Education is spontaneous, universal, extensive, non-hierarchical and classless. It is equal educational opportunity in the original state and only differs based on age, gender and division of labor. Judgment: Primitive society is the only classless society (True) Judgment: Education in modern society is class-oriented (True)
Education is primitive, with simple educational content and single teaching methods.
Education in ancient society
slave society education
In the slave society, teachers who specialized in education appeared, and school education emerged.
Schools sprouted at the end of primitive society and emerged at the beginning of slave society.
(The emergence of schools means) education differentiates from social activities and becomes an independent/relatively independent form
The emergence of schools means the birth of human formal education system and is a qualitative leap in the development of human educational civilization.
educational characteristics
class nature
Whether one can receive education or not, only the ruling class can receive education (who can receive education)
Those who work hard govern people, and those who work hard govern people. Learning is in the government, and academic officials guard it. Only the officials have books, but the people have no books.
School education is separated from and opposed to productive labor (the first separation of education and labor)
feudal society education
educational characteristics
Hierarchy is the most prominent feature
What kind of education (who) has received? The ruling class is divided into three, six or nine levels. (Six studies and two halls, everything is low-grade, only those who are good at reading, high-grade have no poor family, and low-grade have no clan)
Separation of education and productive labor
Those who work hard govern others, and those who work hard govern others. Everything is inferior, but reading is good. A gentleman is worried about the road but not poor. Fan Chi invites students to do good work.
Common characteristics of ancient Eastern and Western education
class nature
Reflects the interests and requirements of the ruling class (whether they can receive education)
hierarchical
Within the ruling class, children of the ruling class must also enter schools of different levels according to family background (what kind of people receive what kind of education)
symbolic
Occupying a dominant position, both whether one can receive education and what kind of education they receive are symbols of different social status.
Despotism
Teacher authority (teachers, pastors) Teacher-centered theory
Stereotype
Single method, rote memorization
Orthodoxy
The way of heaven, the way of God, and the way of humanity are often merged into one, and the political thoughts and ethics of the ruling class are the only recognized thoughts.
The development of social education in ancient China
Xia Dynasty
The earliest schools in our country appeared. There were two types of schools: preface (sacrifice and political affairs) and school (military training). One was for literature and the other was for martial arts.
"Book of Rites" records that in the Xia Dynasty, my country already had teaching institutions named "Xiu, Xu, and Xiao"
Shang Dynasty
There are relatively formal school education places, and different education stages are divided according to the educational requirements of students of different ages.
University, primary school, Xiang, Xu, Guzong (a unique name for universities in the Shang Dynasty, where slave-owning nobles learned etiquette and music)
Western Zhou Dynasty
Forming a government-study system (class character) in which politics and education are integrated, learning is in the government, and academics are guarded by officials - the distinction between Chinese studies and rural studies
The "six arts" education centered on "rituals, music, and music" has become a basic subject of school education.
Dayi
present
Including politics, history and ethics and moral education based on "filial piety"
happy
Including music, poetry, dance education, focusing on spiritual cultivation
shoot
Archery Technology Education
royal
Military technical education focusing on driving military vehicles
Xiaoyi
Book
Literary education
number
simple computing education
Piyong: The emperor reads
The highest institution of learning
Pan Palace: Princes studying
Spring and Autumn Period and Warring States Period
The decline of official schools and the rise of private schools broke the restriction of "learning in the government" and contributed to the social grand situation of a hundred schools of thought contending; during the Warring States Period, the trend of cultivating scholars became prevalent.
Jixia Academy: Officially held, privately hosted (Spring and Autumn and Warring States/Warring States)
Han Dynasty
Emperor Wu of the Han Dynasty adopted Dong Zhongshu's suggestion, deposed hundreds of schools of thought, respected Confucianism alone, and established Taixue (the highest educational institution)
(1) Reflects the social attribute of education - historical nature (2) Establishes the orthodox ideological status of Confucianism
The development of local official studies (prefecture and national studies, prefecture and county studies) began with "Wenweng Xue Xue" - what was promoted was the idea of official studies
Emperor Ling of the Eastern Han Dynasty - Hongdu Menxue - the world's earliest specialized school for the study of literature and art
Wei, Jin, Southern and Northern Dynasties
Official selection system - Ninth-rank Zhongzheng system/Nine-rank official law (according to origin and family status)
Social phenomenon - "There are no poor families in the upper class, and there are no noble families in the lower class" - Hierarchy
Sui and Tang Dynasties
Scholar selection system - imperial examination system; forming a complete official education system with six studies and two schools as the backbone Produced in the Sui Dynasty, perfected in the Tang Dynasty, and abolished in the late Qing Dynasty in 1905
Six schools: Guozixue, Taixue, Four Schools, Legal Studies, Calligraphy, and Arithmetic; Two Halls: Chongwen Hall and Hongwen Hall
The first three are ordinary schools, where students study Confucian classics; the latter three are vocational schools.
Sima Yan, Emperor Wu of the Jin Dynasty, first established the Guozi School. By the time of Emperor Yang of the Sui Dynasty, it was changed to the Guozijian. The Imperial College is the highest institution of learning and educational management institution in ancient China.
Song
Cheng-Zhu Neo-Confucianism; main educational content: "Four Books" (the collective name of "Great Learning", "The Doctrine of the Mean", "The Analects" and "Mencius"), "Five Classics" ("Poetry", "Book", "Li", "Yi" and "Spring and Autumn") ( Basic textbooks for teaching and important basis for imperial examinations)
The popularity of academies in the Song Dynasty—high-level educational institutions
The academies sprouted in the Tang Dynasty (private schools), and in the Song Dynasty (semi-official and semi-private) academies became popular (free lectures, higher education institutions, integrating teaching, research, and publishing), and the formal education system: Zhu Xi's "White Deer Cave Academy Revealed"
bright
Eight-part essay has become a fixed format for scientific examinations; sociology-folk children's education is widely offered in urban and rural areas
clear
In 1905 (the thirty-first year of the reign of Emperor Guangxu of the Qing Dynasty), the imperial examination system was abolished
Summarize
The earliest school education institution/school name - Xiang
The dynasty in which the earliest schools were born—Xia Dynasty
The earliest primary school generation dynasty - Shang Dynasty/Yin Shang/Yin Zhou Dynasty
One School - Xia Dynasty, the earliest school in China
The second hall - Chongwen Hall, Hongwen Hall
Three types of schools - official schools, private schools (two basic types), and academies
Four Books - Great Learning, Doctrine of the Mean, The Analects of Confucius, and Mencius
Five Classics - Poems, Books, Rites, Yi, Spring and Autumn Period
Learning content of Chinese feudal society
Six Arts - Etiquette, Music, Archery, Royal Guards, Calligraphy, and Mathematics
School content in China’s slave society
Education in other countries and regions in ancient times
ancient indian education
Brahmin education and Buddhist education
Brahman (highest), Kshatriya, Vaishya, Sudra (lowest) Monks, Samurai, Commoners, Small Craftsmen, Slaves
Monks are the only teachers
"Veda", "Vedas", "Vedas"
ancient egyptian education
Three types of schools: palace schools, (temple schools), official schools, and scribes schools
The most opened: scribes school (proficient in writing)
Take monks as teachers and officials as teachers (Temple School) (Official School)
ancient greek education (European slave society)
athens education
Harmonious Education of Morality, Intelligence, Body and Beauty
Rich content and flexible methods
politician, businessman
City-states value education but do not have absolute control over it
Citizens with harmonious physical and mental development
Spartan Education
Military physical training and political moral indoctrination
Single content and harsh methods
soldier
Education was entirely the responsibility of the city-state
Brave and courageous city-state defenders
Pay attention to women's education
infanticide
Medieval Western Europe (European feudal society)
Church education: grammar, rhetoric, dialectics, arithmetic, geometry, astronomy, music
Knight education: horse riding, swimming, fencing, hunting, spear throwing, playing chess, reciting poetry
Renaissance Europe
humanism
Victorino, Rabelais, Erasmus, Montaigne
education in modern society
feature (Mantra: French Ritual)
nationalization
The state has strengthened its emphasis on and intervention in education, and the rise of public education (public system)
obligatory
Universal implementation of compulsory primary education
Germany (Prussia): The first country in the world to popularize compulsory education/the first country to promulgate a compulsory education law, the "Weimar Decree"
Martin Luther was the first theoretical pioneer to popularize compulsory education.
Secularization
Secularization of education (separation from religion and return to reality)
Legalization
legalization of education
The relationship between education and productive labor
primitive society
combine
primitive society
slave society
Separation (first separation)
Feudal society
separation
ancient society
capitalism
combine
socialism
combine
modern society
education in modern society
Characteristics of modern education
Presentation characteristics: productive, public, scientific, futuristic, revolutionary, international, lifelong
Tip: Chinese individual engineering students
Education has become more productive, and education and productive labor have moved from separation to integration.
The public nature, universality and diversity of education have become increasingly prominent
The scientific level of education is increasingly
Characteristics of educational reform and development in the late 20th century
lifelong
democratization
democratization
What levels does equal educational opportunity include: starting point, process, and result? The three-level connotation of educational equity: starting point, process, and result Democratizing the teacher-student relationship: allowing students to ask questions Liberalization of education: expanded educational autonomy
Diversification
modernization
globalization
Informatization
scientific
Development Trends of Modern Education
Humanities education and science education go hand in hand
Realizing educational modernization is the common pursuit of education in all countries
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 goal of educational modernization is to realize human modernization
Core target
Pedagogy and its emergence and development
Education and its research objects
Definition of pedagogy
Pedagogy is a science that studies educational phenomena and educational issues and reveals the laws of education. The fundamental task of pedagogy is to reveal the laws of education.
Educational issues are the intrinsic driving force for the development of pedagogy
There are two most basic laws of education
The laws regarding the relationship between education and social development are called external relationship laws.
The laws regarding the relationship between education and human development are called the internal relationship laws of education.
Summarize
The research object of pedagogy - educational issues (single choice)
Research objects of education—educational phenomena and educational issues (multiple choices)
All educational phenomena are the research objects of pedagogy (❌)
Intrinsic Motivation - Educational Issues
Fundamental tasks - laws of education (two items)
True or False: The research object of pedagogy is educational phenomena (right) The research object of pedagogy is educational activities (right) All educational phenomena are the research objects of pedagogy (wrong)
Elevate
The history of pedagogy as a knowledge is much longer than the history of pedagogy as a subject. Confucius, Socrates, Establishment of Disciplines—Modern Times
Pedagogy is a basic subject in the huge educational science system
General education is a public required course in normal colleges and universities. It is a subject that combines theory and application.
In the development process of pedagogy, there is the problem of the relationship between "source" and "flow". "Source" refers to educational practice, "Flow" means that after a certain educational theory is formed, it becomes a "flow" that affects the future development of teachers' thoughts.
The three major research values of education: reflection on daily educational experience, scientific explanation of educational issues, and communication of educational theory and practice
Pedagogy pays attention to and researches the phenomena and problems of educational activities and reveals the nature of education: focusing on revealing the laws of education, exploring the value of education, and exploring the art of education (returned to family members)
Overview of the Development of Education
The embryonic stage of pedagogy
China’s budding stage—Five Sons and One Book (Confucius, Mencius, Xunzi, Mozi, Laozi, Xueji)
Confucius
The founder of Confucianism, whose educational thoughts are reflected in the book "The Analects of Confucius"
The core of Confucius’ theory: “benevolence” and “propriety”
Benevolence
inner highest moral principles
Advocate that benevolent people love others
Etiquette: external behavioral norms
Education target: Educated regardless of class
Class: Category (birth, background, etc.)
A fair starting point for education
The ancient simple concept of educational equality (Confucius’ teaching without distinction is a true educational fairness. Wrong)
The role of education
social role
Shu: population
rich: economy
Teach: Education
Summarize
The two prerequisites for education are common people and wealth
Population, wealth, and education are the three elements of a country/the earliest discussion of the relationship between education and economy
The Role of the Individual - Theory of Human Nature
Those who know by birth are the best; those who know by learning are the second; those who are tired and learn are the second; those who are tired but do not learn are the worst.
Superior people and inferior people: Only superior wisdom and inferior foolishness remain unchanged.
endogenous theory
Middle Man: Similar in nature, but far apart in habits
Theory of Foreign Affairs
educational content
Organize and revise the "Six Classics" (Poetry, Book, Rites, Yi, Yue, Spring and Autumn Annals) to lay the foundation for Confucian education content
Moral education takes priority
"The Son teaches four things: literature, conduct, loyalty, and trustworthiness."
Confucius’ teaching content focused on social and human affairs and literary matters, and despised science and technology and production activities.
"Fan Chi Wen Jia": Education is separated from productive labor
Teaching Principles and Methods
heuristic teaching
The earliest educator in the world to propose heuristic teaching
If you are not angry, you will not be enlightened; if you are not angry, you will not be angry. If you take one corner and don't turn it back with three, there will be no recovery.
Zhu Xi explained: The angry person is the person who wants to communicate but cannot get the meaning; the angry person is the appearance of the mouth that wants to speak but cannot. Kai means to reveal the meaning; Fa means to express the words
Teaching students in accordance with their aptitude
If you seek, you will retreat, so you will advance; if you seek, you will retreat, so you will retreat.
Combining learning, thinking and doing
Learning without thinking is a waste, thinking without learning is peril
Pay equal attention to learning and thinking
A gentleman should put his knowledge into practice, and a gentleman should be ashamed of his words rather than his actions.
Combining study and practice
Review the past and learn the new
By reviewing the past and learning the new, you can become a teacher
learning combination
Learn, think, practice and act
teaching process or learning process
Elevate
Demonstration, role model and demonstration method
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.
Confucius’ ideas about the objects of education
Education without distinction (a fair starting point for education)
If I can do more than this on my own, I will not be without teachings.
assertion of educational purpose
Cultivate gentlemen with both ability and political integrity. If you excel in learning, you will become an official. If you excel in officialdom, you will learn (summarized by Zixia)
In summary: Cultivate intellectuals/gentlemen who serve the ruling class
Teaching reflection
A gentleman has nine thoughts: looking for clarity, listening for intelligence, looking for warmth, looking for respect, speaking for loyalty, acting with respect, doubting and questioning, feeling angry for difficulty, and seeing for meaning.
Mencius
Theory of Human Nature: Theory of Good Nature
Everyone can be Rao and Shun, saints are the same as me
Educational purpose: to understand human ethics
Expand "good nature"
Training goal: a man
Riches and honors cannot be lascivious, poverty and lowliness cannot be moved, and power cannot be subjugated.
Elevate
"The people are the most valuable, the country is the second most important, and the king is the most important."
"What a person can do without learning is his good ability (innate ability); what he knows without worrying about it is his good knowledge."
endogenous theory
"All things are provided for me"
endogenous theory
"There is no other way to learn, just ask for peace of mind."
Moral Theory: Be restrained in desires, be patient and patient (temper your will), maintain your will and nourish your Qi (a good mental outlook), and seek others from others (reflection)
Tip: Raise pigs with care
Teaching theory: Concentrate, teach with many skills (multiple teaching methods), be content with further studies, and Yingke is a laggard (principle of step-by-step)
Tip: Specialize in teaching morning classes
"Sacrifice one's life for righteousness", be born in sorrow and die in peace and happiness
Xunzi
Theory of Human Nature: Theory of Evil Nature
Teaching content: Confucian classics
The role of education: changing one’s nature to create falsehoods—theory of external influence
Change one's own nature through education and learning, so that people have the moral intelligence to adapt to social life
Get rid of the bad things in your character through external education and teach you how to behave
Education process: hearing-seeing-knowing-doing
Hearing - seeing - perceptual knowledge - rational knowledge (from perceptual to rational to practical)
Not hearing is not as good as hearing it, hearing it is not as good as seeing it, seeing it is not as good as knowing it, and knowing it is not as good as doing it. Learning only stops when you put it into practice. If you practice it, you will understand it; if you understand it, you will be a sage.
Elevate
Xunzi is the one who most advocates respecting teachers, "the king of heaven and earth is his teacher"
"What the teacher says is also what the teacher says" (only the teacher says)
Han Yu: Disciples don’t have to be inferior to their teachers, and teachers don’t have to be better than their disciples (not only the teacher theory)
the student surpasses the master
Because Xunzi proposed that the young are superior to the old and are better than the old, Xunzi is not a teacher-only one (wrong)
If a gentleman is knowledgeable and examines himself every day, then he will know clearly and act without fault (Self-cultivation Guidance Method)
Self-education method
Educational purposes: vulgar Confucianism, refined Confucianism, and great Confucianism (ideal goal)
Confucius - a gentleman with both ability and political integrity
Mencius - a man who would never waver from poverty to poverty
Mozi
Educational purpose: Build a "universal love" society and advocate "non-attack"
Characteristics and value of educational content: science and technology education and thinking training
pinhole imaging
Sources of knowledge: personal knowledge (direct experience), hearing and knowledge (indirect experience), and speaking and knowledge (analogy and understanding) (most important)
Elevate
There are three criteria for being a wise man (also a scholar): virtue, virtue, speech, and Taoism. (Good moral character, good at cheating, and knowledgeable about technology)
Lao Tzu
Absolute knowledge, worry-free, Taoism, natural way, rule by doing nothing
Educational purposes: "Shangshi", "Hidden Gentleman"
Elevate
Exoteric learning - Confucianism, Mohism
Unique knowledge - Taoism
"Study Notes"
status
China is also the first educational monograph in the history of world education.
The first educational document
The first part is devoted to educational issues and education and teaching issues.
The rudiment of pedagogy—the origin
Included in the Book of Rites, it was written around the end of the Warring States Period. Three hundred years earlier than Quintilian's "On the Education of the Orator" in ancient Rome
Teaching and learning
After learning, you will realize your shortcomings; after teaching, you will realize your difficulties
Original meaning: teachers’ teaching and teachers’ learning promote each other
Modern meaning: extended to teachers and students promoting each other
Respect teachers and value education
The teacher is strict and then the Tao is respected, and the Tao is respected and then the people know and respect the students (Teacher’s View)
Hiding and breathing complement each other
Both formal study and extracurricular practice must be taken into consideration, and both inside and outside class must be combined. When you are teaching, you must have a real career; when you retire, you must be a student.
Sun Mo of Yu Dynasty
What is forbidden before it happens is called Yu (precautionary principle)
When it can be called (principle of timely teaching) critical period
Giving without the mausoleum festival is called Sun (principle of gradual and orderly progress)
Observing each other and being kind to each other is called learning and learning (the principle of learning and observing, you should observe each other and learn from each other's strengths while learning) Such as: discussion method among classmates
inspirational induction
Therefore, the teaching of a gentleman is a metaphor
The Tao is not limited, the strong is not restrained, the openness is easy to reach (do not provide students with ready-made answers)
Be good at saving the lost
Scholars make four mistakes, and teachers must know them. When people learn, they may lose a lot, they may lose a few, they may lose it easily, or they may stop it. These four. Know his heart, and then he can save his loss. Those who teach are those who develop good deeds and save those who have lost. Positive factors overcome negative factors
There is the idea of teaching students in accordance with their aptitude (it is really not an option)
Learn without hesitation
step by step
Elevate
If a gentleman wants to transform the people into customs, he must learn from it/To build a country and rule the people, teaching comes first
The social function of education, social standardism, the relationship between education and politics
If jade is not polished, it will not become a tool; if a person does not learn, he will not know.
Education and people (individual development function)
Learning after time passes will lead to hard work and difficulty in success.
critical period
Imbalance in physical and mental development
If you add miscellaneous things but don’t make grandchildren, you will be in a mess without repairing.
step by step
To study alone without friends is to be lonely and ignorant.
discussion method
I don’t know what I’m talking about, but it’s okay to give it up
principle of quantification
A gentleman knows the reasons for the rise of mathematics and the reasons for the failure of teaching, and then he can be a teacher to others.
conditional knowledge
Learning does not apply to the five senses, and the five senses cannot be treated without treatment
Use multiple senses to participate in review
Replenish
Wang Fuzhi (understood)
Thoughts on the role of education
First, education is the foundation of governing the country
"The king governs the world by focusing on the two ends of the political spectrum. To talk about its root and end is to teach the root and the end of politics.
Second, education plays an important role in human development
Wang Fuzhi clearly stated that human nature is not innate, but gradually formed in the process of continuous growth and change.
Embodiment theory
Therefore, he attaches great importance to the role of education in human development.
Teaching ideas
First, “advance because of people”
Teaching students in accordance with their aptitude
Second, "give in an orderly manner"
step by step
Third, learn to think about "taking credit for each other's contributions"
Pay equal attention to learning and thinking
Zhu Xi
educational purposes
The purpose of school education is to clarify human ethics
Zhu Xi's Reading Method
step by step
According to a certain order, not backwards and forwards
Arrange your study plan according to your actual situation and abilities, and follow it
You must lay a solid foundation for studying and don’t rush for success.
Read carefully and think carefully
It is necessary to read passionately and recite it, but also to be good at thinking
Make every word as if it comes from my mouth, make every thought as if it comes from my heart
Be modest and humble
Be open-minded: When reading, you should be open-minded, think quietly, and carefully understand the meaning of the book. Don't be preconceived and far-fetched.
Han Yong: When reading, chew over and over again and ponder carefully.
Personal experience
Reading must be reflected in your own actions and practice it personally
Tighten and exert force
Seize the time, be so angry that you forget to eat, and oppose leisurely
We must cheer up, work bravely, and oppose laxity.
Respect and maintain ambition
Ju Jing: Be focused and focused when reading
Persistence: Establish lofty ambitions and lofty goals, and persist for a long time with tenacious perseverance
The budding stage of the West - Three Philosophers and One Kun (Socrates, Plato, Aristotle, Quintilian)
The ideas of Western education mainly originate from the ancient Greek philosophers Socrates, Plato, Aristotle and Quintilian.
Socrates
teaching method
Midwifery (Question and Answer Method/Socratic Method)
The West first proposed "heuristic" teaching
Midwifery Technique Steps: Irony - Definition - Midwifery Technique (Wind Ding Technique) Four steps: irony - midwifery - induction - definition (seal Aunt Gui)
Elevate
Virtue is knowledge, virtue can be taught, virtue can be taught
plato
The book "Utopia"
The highest goal of education is to cultivate philosophers/philosopher kings
The earliest advocate of “learning in games” (emphasis on early education)
Intellectual education comes before physical education
The first person to propose examinations as a means of selecting talents
Supplement: Three major milestones in the history of Western educational thought: Plato's "The Republic", Rousseau's "Emile" Dewey "Democracy and Education"
Elevate
Prisoner in the cave (educational metaphor)
Plato's theory of three classes - dividing human souls into three classes: gold, silver, and bronze (philosophers, soldiers, and workers)
endogenous theory
Distinguish between the visible "real world" and the abstract "ideal world", knowledge is memory, and the soul turns
equality between men and women
Aristotle
ancient greek encyclopedic philosopher
Representative work "Political Science"
Quote: Education should be public, not private I love my teacher, and I love the truth even more
Physical Morality and Intelligence (Sports comes before intellectual education)
For the first time, he proposed the idea that education follows nature
Laws of human physical and mental development
Advocates for staged education in accordance with the laws of children's psychological development
Promoting harmonious education for children became the ideological source of later comprehensive development of education.
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Soul theory
Nutritional soul (plants, animals, humans), sensory soul (animals, humans), rational soul (human)
Liberal education (elegant education - the birthplace of Athens)
leisure
free subjects
Quintilian
The first educator in the history of Western education to specifically discuss educational issues
Representative work: "Principles of Oratory" ("On the Education of Orators" or "On the Cultivation of Orators") The earliest educational work in the West, known as the first teaching method treatise in the ancient West/world. The highest achievement in the development of ancient European educational theory
Learning process: imitation, theory, practice
The germination of the idea of class teaching system - dating back to Quintilian
Easy to mix: Quintilian, who first proposed the idea of divided class teaching The first person to propose the class teaching system, systematic argumentation, and theoretical basis - Comenius
The earliest educator in the world to oppose corporal punishment
Teach students in accordance with their aptitude, act according to their ability, combine work with rest, and reward students
Easy to mix:
The independent form stage of pedagogy
The establishment of the discipline of education
Bacon
The originator of modern experimental science/the originator of modern experimental science
For the first time, education was proposed as an independent discipline (For the first time, "pedagogy" is classified as an independent subject in the scientific classification)
Induction
Comenius
The father of education and the father of modern education
"Treatise on Great Teaching" (1632)
Education begins to form an independent discipline mark
starting point
The first educational book in modern times
Pan-smart education
Universal education
Universal compulsory education, universal primary education, universal preschool education
“Teach all things to all”
Advocate subject curriculum
Encyclopedic educational content/educational content
"All young men and women should go to school"
class teaching system
Theoretical basis and systematic demonstration (the first to propose a class teaching system)
The principle of adapting education to nature
This is the fundamental guiding principle that runs through Comenius’ entire educational ideological system.
Education must follow the universal order that exists in nature, that is, the laws of nature
Education must adapt to human nature and children’s age characteristics
natural analogy
Teaching principles
Intuitive teaching principles (golden rules), systematic teaching principles, practical teaching principles, consolidative teaching principles, conscious teaching principles, etc.
Systematically summarizes teaching principles for the first time/Proposes a relatively complete system of educational principles for the first time
Establish a unified academic system
Based on: the principle of education adapting to nature and the thought of pan-sophistication education
Children aged 0-24 are divided into four periods every 6 years: early childhood (maternal education school), childhood (Mandarin school), Juvenile period (Latin school), young adult period (fourth-level university education system)
Elevate
"The World Illustrated" - the first illustrated children's encyclopedia in the history of Western/world education (intuitive principle)
"Maternal Education School" - the world's first monograph on preschool education/"Encyclopedia-style Enlightenment Education Outline"
Education system: government-level teaching system, establishing a unified national academic system, and incorporating preschool education into the academic system for the first time. Textbooks used uniformly across the country, etc.
Teaching process: imitation - deviation - correction
Rousseau
"The Theory of Good Nature"
The task of education should make children "return to nature", which is the core of its naturalistic education
Children "return to nature" and cultivate natural persons - natural education, education of things, and artificial education (people are nature) Obtained from the experience of people's laws, surrounding things and environment, and listening to the teacher's lectures
"Negative education" - adults do not interfere, indoctrinate, suppress, and allow children to develop naturally.
Natural consequences method - children experience the negative consequences of their wrong actions firsthand
The book "Emile" promotes naturalistic educational ideas
Everything that comes from the hand of the Creator is good, But once in human hands, everything turns bad.
The first educational thinker in history to "discover children"
The famous practice of Rousseau's educational thought - the new school "Pan-Ai School" opened in Brazil, Germany
Kant
One of the first influential scholars to give lectures on education in universities (the first to teach education)
Man is the only animal that needs education
Only through education can a person become a person
Exaggerating the role of education - the omnipotence theory of education
"Kant on Education"
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"Education must become a kind of academic study, otherwise there is no hope."
"The method of education must become a scientific method"
Pestalozzi
The first educator to clearly put forward the slogan "psychological education"
"Lienhard and Gertrude"
loving father of children
The theory of elemental education (from shallower to deeper) is the focus of Pestalozzi’s teaching theory system
The education process should start from some of the simplest "elements" that are acceptable to children, and then gradually move to increasingly complex elements to promote the comprehensive and harmonious development of children's various natural abilities and strengths.
The most basic element of moral education - children's love for their mothers The number 1 is a simple element in arithmetic teaching The most basic element of sports is the joints
Elevate
The founder of teaching methods for various subjects in primary/elementary education
arithmetic box
The first person to put education and productive labor into practice
farm education
naturalistic education
The purpose of education is to “develop all the natural powers of children comprehensively and harmoniously in accordance with the laws of nature (the laws of human physical and mental development)”
"Develop children's moral, intellectual and physical (heart, brain, hands) abilities in all aspects according to the laws of nature"
The education of love: the loving father of children
farm education
The world's earliest use of diary description
Locke
whiteboard talk
External determinism (environmental determinism)
"Education Talk"
"Tabula Blank Slate": The reason why people are so different is because of education
Falling into the omnipotence of education environmental determinism
Gentleman’s education: The content of gentleman’s education includes physical education, moral education, and intellectual education. (Attach importance to family education and despise national education)
tips: <natural> First proposed that education follows nature - in stages - Aristotle Natural Analogy (Order of Nature—Laws of Man—Comenius) Return to nature, natural man, negative education, natural consequences method - Rousseau Without context, naturalistic educational thought - Rousseau
The establishment of normative pedagogy
Herbart
The father of modern education, the founder of scientific education, and the representative of "traditional education theory"
Both traditional, modern and scientific
Traditional pedagogy theory: the old three centers (teacher, classroom, teaching)
The father of modern education: influential in modern times
The founder of scientific pedagogy: Theoretical foundations of ethics and psychology
Marking the official birth of independent education (end point)
The publication of "General Pedagogy" (1806) marked the establishment of normative pedagogy. At the same time, this book is also considered to be the first modern pedagogy work.
One principle: the principle of educational teaching
Proposed the concept of educational teaching for the first time
There is no education without teaching
Not recognizing teaching without education
Teaching refers to moral education (ideological and moral education)
China: Principles of Teaching and Educating
Teaching is always educational
Two theoretical foundations: ethics (morality) and psychology (teaching) philosophy and psychology
Moral education theory is based on ethics
Teaching theory is based on psychology
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threshold of consciousness and apperception
The threshold of consciousness refers to the learning barrier between existing knowledge and unknown knowledge.
Apperception: the combination of old and new knowledge
Relevant and focused
Course arrangements follow the principles of relevance and concentration
The old three centers: classroom center, teaching material center, and teacher center—representatives of traditional educational theory
Elevate: Three parts of children's management theory: management and lessons (management-education-discipline)
Four stages of education
Five moral concepts: necessary ends (morals) vs. possible ends (future career)
Necessary ends (highest/fundamental): mercy, freedom, perfection, fairness, justice
Possible purpose: future career
Six interests: experience (material transformation), speculation, aesthetics, sympathy (language), society (politics, history and law), religion
Dewey
Dewey's theory is the representative of modern educational theory
Spokesperson of modern pedagogy, pragmatic pedagogy
New Third Center
Children's Center (Student Center)
activity Center
experience center
"Democracy and Education" (1916 "People-centeredism and Education")
pragmatism educational thought
educational perspective
The three are: education is life, education is growth, and education is the reorganization or transformation of experience (direct experience)
Two studies: school is society and learning by doing
Purposeless: Education has no purpose
The process of education has no purpose outside itself; it is its own purpose
Education has no external purpose but retains the internal purpose
Summarize
Intrinsic: educate oneself
External: the purpose imposed by people on education (education for the country, for the nation, for the collective, etc.)
Five Steps of Thinking or Five Steps of Inquiry Teaching Method
difficulty, question, hypothesis, verification, conclusion
difficulty, problem, hypothesis, inference, verification
situation, problem, hypothesis, solution, verification
1. Create difficult situations
2. Determine the problem
3. Propose various hypotheses to solve the problem
4. Infer which hypothesis can solve this difficulty
5. Verify this hypothesis
repair
The father of education and the father of modern education—Comenius
The father of modern pedagogy and the founder of scientific pedagogy - Herbart
Spokesperson of modern education - Dewey
Loving Father of Children - Pestalozzi
The father of early childhood education in the world - Froebel (founded the first kindergarten)
The Mother of Early Childhood Education in the World—Montessori
China's Froebel, the father of Chinese early childhood education - Chen Heqin
The father of modern curriculum theory and curriculum evaluation - Taylor
The father of international civilian pedagogy—Yan Yangchu
The father of design teaching method - Kerberk
The father of Chinese vocational education - Huang Yanpei
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pedagogical independence
Bacon: First proposed pedagogy as an independent discipline
For the first time, the art of teaching was proposed as an independent field in the scientific classification. This marks that education has its own independent subject status in the scientific system.
Beginning to form an independent discipline (starting point) - 1632, Comenius' "Grand Teaching"
The official birth (end point) of pedagogy as an independent discipline - 1806, Herbart's "General Pedagogy"
Become an independent discipline (without demonstratives) - suggested Herbart
Added Spencer
Monograph "On Education", representative paper "What Knowledge is the Most Valuable"
Scientific knowledge is the most valuable: (three realities and one empirical, practical science and essence)
Positivism, opposition to speculation
Emphasis on the importance of practical subjects
Substantive education theory (emphasis on knowledge)
Purpose of education: Education is preparation for a perfect life (life standardism, education preparation for life theory)
The earliest use of the word curriculum in the West/the earliest human beings to use curriculum as a technical term
The Diversified Development of Pedagogy in the 20th Century
experimental pedagogy
Maiman, Rye
experimental data, natural science
Criticism of Herbart's speculations (theories, concepts)
Cultural Pedagogy (Pedagogy of Spiritual Science)
Dilthey, Spranger, Little
Understand and explain (methods of)
pragmatic pedagogy
Dewey, Kerbuck
Criticism of Herbart's traditional pedagogy
Marxist pedagogy
The earliest work to discuss educational issues based on Marxism: Krupskaya "National Education and Democratic Education"
The world's first book: Kailov's "Pedagogy"
attach great importance to intellectual education
Pay attention to the guiding role of teachers
Have a profound impact on education in New China
China's first book: Yang Xianjiang's "New Education Outline"
need for a doctrine of origins
critical pedagogy
contemporary dominance
Bowles, Gintis, April, Bouedil
Chinese modern educational thought
Cai Yuanpei
Academic leader, role model in the world
The educational policy of simultaneously promoting five educations The ultimate goal of education is to create Just 'complete personality'
Military and national education, materialism education, citizen moral education, worldview education, and aesthetic education
Aesthetic education replaces religion——Cai Yuanpei China was the first to propose the term aesthetic education - Wang Guowei The first person in the world to propose the term aesthetic education - Schiller
The first three types of education belong to political education, while worldview and aesthetics transcend political education.
Military and physical education, practical benefits and intellectual education, morality and moral education, worldview education - the highest realm
Aesthetic education serves as an intermediary and bridge between the "phenomenal world (emotions, anger, sorrow, and joy)" and the "substantial world (reality)"
Proposed freedom of thought, inclusiveness, "inclusive of all major traditions, and inclusion of all schools of thought"
Educational independent thought
Version 1: Funding, administration, academic content, separation from religion (There are rich people who love academics and are not superstitious)
Version 2: Those who focus on funding, administration, ideas, content, and preaching are not allowed to participate in education.
Tao Xingzhi
Thoughts: Theory of Life Education (Social Life)
Life is education (essential theory and core)
Society is school (scope theory)
Teaching and doing in one (methodology)
Six ways to unleash children’s creativity
Free children's eyes, minds, hands, mouths, space and time
Primary school system
Solving the critical shortage of teachers in popular education and “passing on knowledge as soon as it is known”——teacher-student interaction model
Art Friendship System
A method established to train teachers, especially rural teachers, was his major invention in promoting teacher education - the teacher training model and the rural education model.
Life education practice: Xiaozhuang Normal School, Shanhai Engineering Group, etc.
Collection of famous quotes
Thousands of teachings teach people to seek truth, thousands of studies teach them to be real people
Come with a heart in your hands and leave without any straw (professional ethics)
Love all over the world
evaluate
Mao Zedong: Great People’s Educator
Soong Ching Ling: The Teacher of All Times
Zhou Enlai - "A Bolshevik outside the Party who followed the Party without reservation"
Chen Heqin
The goal of "living education": to be a human being, to be Chinese, to be a modern Chinese
Five abilities to “be a modern Chinese”: sound body, construction, creation, cooperation and service
Living education courses
Nature and society are both living teaching materials
That is, the "five-finger activity form" that can reflect the integrity and coherence of children's life, that is, children's health activities, children's social activities, children's science activities, children's art activities and children's literature activities (mantra: building two academics)
teaching principles of living education
Methods of living education: teaching by doing, learning by doing, and seeking progress by doing
Steps of living education: experimental observation, reading and thinking, creation and publication, criticism and discussion
Mantra: Speech in October
contrast distinction
Tao Xingzhi (life) vs. Chen Heqin (events)
Chen Heqin founded China's first early childhood education research center - Nanjing Gulou Kindergarten
Tao Xingzhi founded China's first rural kindergarten, Nanjing Yanziji Kindergarten, in the suburbs of Nanjing.
One of the fathers of early childhood education—Froebel
The first kindergarten, gift (teaching aid), the first person to clarify the educational value of games
The Mother of Early Childhood Education—Montessori (Montessori Education Method)
Sensory education, founding a children's home, absorbent mind (before 6 years old, absorbing both good and bad)
Yan Yangchu
Father of International Civilian Education
Four major educations—literary education, livelihood education, health education, and citizenship education (mantra: serve the public throughout your life)
Three major ways - school style, family style and social style
Huang Yanpei
Pioneer of vocational education in my country
To make the unemployed have jobs and to make those who have jobs happy
Liang Shuming
Studying rural education from a cultural perspective—creating new culture and reviving old rural areas
New Developments in Contemporary Educational Theory
Three major schools of modern teaching theory
Bruner
Structural teaching theory, discovery method
"Education Process"
Zankov
developmental teaching theory
"Teaching and Development"
High difficulty (decisive role), high speed, theoretical knowledge plays a guiding role and understanding of the learning process, so that all students, including "poor students", can achieve general development (multi-faceted, holistic, all-round development)
"General development": general development including emotion, will, personality and collectivism spirit with intelligence as the core.
Val Genshein
paradigm teaching theory
Other scholars’ opinions
Suhomlinski
A leader in educational thought
"One Hundred Suggestions for Teachers", "Dedicate Your Whole Heart to Children" "Living Pedagogy" "Encyclopedia of School Life"
Harmonious Education Thought: The ideal of school education is to cultivate people with comprehensive and harmonious development
Babanski
Teaching Process Optimization Theory
Educational research and its methods
The connotation of educational research
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.
Three elements of educational research: objective facts, scientific theories, methods and techniques
The basic process of educational research
Choose a research topic
Characteristics of a good research topic
valuable
scientific reality
The topic must be clear and specific
It should be small, not big, and not too general.
The topic must be novel and original
The topic must be feasible
Educational literature search and review
In educational research, literature search is an essential step that runs through the entire research process.
Internet search is the fastest way to access information
Literature search methods include: Sequential search method (from far to near), reverse search method (from near to far), citation search method, comprehensive search method
Elevate
Document classification
Primary documents (original documents): monographs, papers, survey reports, archival materials and other original documents created based on the author's own practice.
Secondary literature (retrieval of literature): titles, bibliographies, indexes, abstracts and abstracts, etc.
Tertiary literature (condensed literature): dynamic review literature, topic reviews, data manuals, annual encyclopedias, etc.
Develop a research plan
Determine research type and methods
Choose research subjects
Analyze study variables
Form a research plan
Collection, organization and analysis of educational research data
Writing educational research reports
Basic structure of a research report: Introduction, research objects and methods, research results, analysis and discussion of results, conclusion, appendix
educational research methods
Common educational research methods
observational research method
Observation research method refers to a scientific research method in which people systematically investigate objective things in their natural state through the senses and auxiliary instruments (naked eyes, which are conducive to perception) in a purposeful and planned manner to obtain empirical facts.
A method widely used in educational scientific research
Observation - Recording
Elevate
(understand) the situational conditions of observation
natural observation method
experimental observation method
Observe whether with the help of instruments and equipment
direct observation method
naked eye observation
indirect observation method
Auxiliary instruments - viewing through one-way glass
Whether the observer is directly involved activities performed by the person being observed
participant observation method
The researcher himself participates
non-participant observation method
Bystander - open the door to listen to the class, look through the one-way glass, etc.
Observe whether the content has a unified design, Observation projects and requirements with a certain structure
structural observation
observation sheet
unstructured observation
No planning in advance, random observation
(Understand) Whether the observation content is continuous and complete and how to observe and record
narrative observation
Sampling observation method
evaluation observation method
survey research method
Investigation methods: using observation, lists, questionnaires, interviews, case studies and other methods
Collect data - analyze the current situation
The most basic and widely used method is the questionnaire
experimental research method
Human means: proactive intervention and control (variable)
The only study that can determine cause and effect
There are theoretical hypotheses, there are controls (variables), there are changes, and repeatable operations (multiple choices)
case study method
The change process of a single research object (person or event, a school, a region, etc.)
Reveals the characteristics and rules of the formation and transformation of the research object (tracing research method), and various factors that influence the development and changes of individual cases.
comparative method
two or more
Emerging educational research methods
action research method
Based on the need to solve practical problems, practical workers (such as teachers) work with experts, scholars and members of their own unit to take practical problems as the subject of research and conduct systematic research to solve practical problems.
Characteristics: Research for educational action, research in educational action, research by educational actors
Process: Plan-Action-Inspection-Reflection
qualitative research method
Qualitative research method is also called "field research method" or "participant observation method". It is a research method based on experience and intuition. It uses the researcher himself as the research tool and relies on the researcher's own insight to interact with the research objects. Understanding and reconciliation through interaction explain their behavior and meaning construction. (I must be present)
Qualitative research first originated in anthropology, sociology, folklore and other disciplines, and has been gradually applied to the field of education in recent years. Its overall characteristics can be summarized as an inductive (individual to general), descriptive, and on-site participation research method. .
Educational Narrative Research
Capture the story-like characteristics of human experience for research and present it in the form of stories
Educational narrative research is the process in which educational subjects narrate real situations in education and teaching. It is a research method that understands the true meaning of education by telling educational stories.
Educational Essay
Short, concise, broad-based, quick and timely
school-based research
school-based research concept
School-based research is the abbreviation of school-based teaching research, which refers to planned research activities based on the school's own conditions, with the school principal and teachers as the main force, and targeted at the actual problems existing in the school.
School-based curriculum (course type) - main developer - teachers
Come from school, go to school
Characteristics of school-based research
School-based research is a kind of practical research
School-based research takes the school as the basis and premise
for school, in school, based on school
Basic elements of school-based research
self reflection
Self-reflection is considered a core factor in teachers’ professional development and self-growth, and is the basis and prerequisite for conducting school-based research.
peer assistance
Professional leadership
The three are relatively independent, but at the same time they are complementary, complementary, interpenetrating and mutually reinforcing.
basic laws of education (objective short answer discussion)
Education and social development
external laws
Social constraints of education (short answer)
politics
Political Factors The influence and constraints of political and economic systems on educational development
Social political and economic systems determine the nature of education
Nature of education: Who does education serve - for example, Chinese education serves socialism
Easy to mix
Factors that determine the nature of education—political and economic systems
The fundamental factor that determines the nature of education—political and economic system
The direct factor that determines the nature of education—political and economic system
Electoral politics that determines the nature of education
Nature—Directivity of Socialism—Politics
The final decisive factor/fundamental factor that determines the development of education-productivity
Productivity that determines educational development
The fundamental motivation for the development of modern education—science and technology
Modern education chooses scientific and technological development
(Multiple choice, short answer) Political and economic system
Politics determines the nature of education (right)
Determine leadership in education
Determine the right to education
right
Determine the purpose of education
The purpose of education in our country: to be the builders and successors of socialism with comprehensive development of morality, intelligence, body, art and labor.
Determines the choice of educational content
determines the education system
Education system: relatively stable operating model
The education system can change, but the education system generally remains unchanged for a long time.
Constraints on the Reform and Development of Education
Education reform: from the top down
Education is relatively independent of the political and economic system
productive forces
Question skills: Political "decision" and productivity "restraint" can be replaced by each other; the default "influence" is also acceptable
(short answer, single choice) Productivity
Restricting the scale and speed of educational development
Restricting changes in educational structure
Structure: Proportion, specific gravity relationship
Restricts educational content, methods, means and organizational methods (class teaching system)
Restricts the school's professional setting
Refinement of social division of labor - refinement of school majors
Restricting the training specifications of talents
The use of steam engines for production requires workers to have primary education; electrified production requires workers to have Secondary education level; the era of automation requires workers to have high school and college education or above...
=Productivity restricts the purpose of education/what kind of people to train
Education is relatively independent of the development level of productivity
science and technology
The impact and constraints of science and technology on educational development
(single and multiple sentences) science and technology
Changing the mindset of educators
Affect the number of educated people and the quality of education
Influence the content, methods and means of education
Impact Educational Technology
The fundamental cause (power) of the development of modern education is scientific and technological progress
Politics determine the purpose of education Productivity-constrained talent training specifications Politics is a factor that directly restricts the purpose of education
culture
The influence and restriction of culture on the development of education
Dual cultural attributes of education
Education is a part/ontology/component of culture, and it is also a means of cultural transmission
Culture plays a value-oriented role in education
Cultural development promotes the development of school curriculum
Rich content
Structural updates
Culture affects the establishment of the purpose of education: the way to a university lies in being virtuous, being close to the people, and striving for perfection
The purpose of education in ancient times - influenced by Confucian culture
Culture influences the choice of educational content
Culture influences the use of education and teaching methods
population
The impact and constraints of population on educational development
Level 3 single multiple-judge, short answer Branch structure, turtle speed strategy, fingertip slime
The impact and constraints of population size on educational development
Population size affects the scale and speed of educational development (funding)
The growth rate of population affects the realization of educational development strategic goals and the selection of strategic priorities
National policies, major policies, government department policies, etc.
The impact and constraints of population quality on educational development (Population quality will affect the quality of education)
Direct impact refers to the impact of the existing level of enrollees on the quality of education.
Newborns are getting smarter
Indirect influence means that the quality of the older generation's population affects the quality of the new generation's population.
The impact and constraints of population structure on educational development (Demographic structure will affect educational structure)
Population age structure affects educational development
Aging population
Population and employment structure affects educational development
State-owned enterprises, institutions, private enterprises
The social function of education (short answer)
The political function of education
Education cultivates talents needed by the political and economic system
"Civics Class", "Political Class", "Moral Class", etc.
Education acts on a certain political and economic system by spreading ideas and forming public opinion.
May Fourth Movement, December 9th Movement
Education promotes the democratization process but does not play a decisive role in the political and economic system
Education can accelerate or delay political development without playing a decisive role
Extension: Education cannot change the direction of politics (socialist direction)
Productivity changes political direction
economic function of education
Education reproduces labor force
Education transforms potential productivity into actual productivity
Education can improve the quality and quality of the labor force, enabling them to acquire skills and techniques recognized by certain labor departments, Become a developed and specialized workforce
Education can change the shape of the labor force and train a simple labor force into a complex labor force. Turn a physical worker into a mental worker
True or False: Education can change the shape of the labor force (True) Complex labor is twice as simple labor (right) Schultz (Human Capitalist) Education is not only a kind of consumption, but also an investment (right) Schultz estimated that education’s contribution rate (growth rate) to the national economy was 33% (pair)
Education can enable the workforce to develop in an all-round way and improve labor conversion capabilities, Get rid of the one-sidedness caused by modern division of labor to everyone
Education reproduces scientific knowledge
Education can efficiently expand the reproduction of scientific knowledge, so that scientific knowledge originally mastered by a few people can be mastered by more people in a shorter period of time, thus improving labor productivity and promoting the development of productivity.
The quantitative reproduction of scientific knowledge
Education also shoulders the task of developing and reproducing science, which is particularly evident in colleges and universities.
Colleges and universities engage in scientific research, production (production) and learning (learning) research (research) integration
The qualitative reproduction of scientific knowledge
To combat poverty, we must first combat stupidity. Poverty alleviation through education can block intergenerational transmission: education has an economic function.
Science and Technology Function of Education
Education can complete the reproduction of scientific knowledge
Education promotes the institutionalization of science
There are specialized research units
Education has the function of scientific research
Education promotes the development and utilization of scientific research and technological achievements
cultural function of education
Education can pass on culture
The function of rescuing and inheriting culture has three main forms (transmission, preservation, and activation [inherited through people’s thoughts])
Education can transform culture
Select and organize, enhance culture, filter, and discard
Take the essence and discard the dross
Education can spread, exchange and integrate culture
Confucius Institute, One Belt, One Road
Education can renew and create culture
New, college students lead society
The demographic function of education
Reduce population size and control population growth
The higher the education level, the lower the birth rate (inverse relationship)
Improve the quality of the population and improve the quality of the population
rationalize the population structure
Contribute to population migration
Elevate
Other perspectives on the social function of education
The social change (change) function of education
Changes in education will lead to changes in various social factors
The social change function of education is manifested in various fields of social life. Including the economic function, political function, ecological function, cultural function of education, etc.
Ecological functions (multiple choices)
Garbage sorting, environmental protection, green mountains and green waters, etc.
Establish the concept of building an ecological civilization
Popularize ecological civilization knowledge and improve national quality
Guide social activities to build ecological civilization
The social mobility function of education
Lateral flow capabilities
Social areas, professional positions
Space transfer Nanjing-Suzhou, lecturer-vendor
Vertical flow function
social class, bureaucratic organization
When a noble son comes from a poor family, he becomes a farmer in the court, and in the evening he ascends to the Emperor's Hall. Studying hard in the cold window for titles on the gold list
Professional title promotion, job promotion, salary upgrade
relative independence of education
The historical inheritance of education itself
Education has its own laws and characteristics
The imbalance between education and social development
lead or lag
Parallels between education and other forms of social consciousness
Education as a form of consciousness in social ideology, and other forms of consciousness in social ideology, Such as political thought, philosophical concepts, ethics, religion, literature, art, etc., are closely related. This connection is not a relationship between deciding and being determined, but a parallel relationship of mutual influence.
Education and human development
internal rules
The concept of individual physical and mental development
The connotation of individual physical and mental development
The concept of individual physical and mental development
In terms of content, individual physical and mental development includes both physical and psychological development.
The particularity of individual physical and mental development
Human physical and mental development is realized in the process of social practice
Human physical and mental development has initiative
Motives for individual physical and mental development
endogenous theory
Genetic determinism, natural maturation theory, (biological) preformation theory
Basic point of view: Emphasis on internal factors and internal needs
representative figure
Mencius
Theory of Good Nature, "Everything is prepared for me"
Freud
sexual instinct
wilson
gene duplication
Galton
The originator of genetic determinism (bloodline theory-eugenics)
Gesell
Genetic maturation mechanism (twin ladder experiment)
Hall
A tael of inheritance is better than an ounce of education
Repetition - repeating ancestral behavior
Summary of ancient prose
Confucius: Theory of human nature - the upper, the middle and the lower, born with knowledge, only the superior wisdom and the inferior foolishness remain unchanged
Confucius’ complete theory of human nature—internal development theory Superior wisdom and inferior foolishness - internal theory Chinese people - similar in nature, but far apart in habits - Theory of Foreign Affairs
Dragons give birth to dragons and phoenixes, and the mice’s sons can dig holes. If you sow melons, you will get melons, if you sow beans, you will get beans. If you plant trees, nature will be yours.
Mencius: All things are prepared for me Benevolence, justice, etiquette and wisdom are not imposed on me from outside, they are inherent in me. What a person can do without learning is his good ability (natural ability)
The theory of good nature and the theory of evil nature
Human nature is divided into good and evil
Xunzi's theory of evil nature and his theory of external factors Without Xunzi, select the theory of internal development
Dong Zhongshu's "Three Grades of Nature" - the nature of the saint, the nature of the people, and the nature of Dou Xiao
Han Yu's "Three Grades of Sex Theory": Xing is something we are born with.
Theory of genius, theory of blood, Christian theory of original sin, Plato’s theory of three classes (soul: gold, silver and copper)
The view of children in ancient Chinese education—internal development theory
Theory of Foreign Affairs
Environmental determinism, external plasticity or empiricism
Basic viewpoint: Believe that human development mainly depends on external forces
representative figure
Xunzi
The theory of evil nature "turning nature into falsehood"
Locke
Whiteboard theory: The human mind is like a whiteboard. It has no content and can be scribbled on at will.
Watson
: “Give me a dozen healthy babies, regardless of the condition of their ancestors, I can train them into any type of person from leaders to thieves. "
Skinner
Inheriting Watson's point of view, we believe that human behavior and even complex personality can be enhanced through external reinforcement or punishment to shape, change, control and correct
Summary of ancient prose
Mozi: On the plain silk of human nature - if dyed with green, it will be green, if dyed with yellow, it will be yellow
Confucius: Similar in nature, but far apart in habits
Confucius is not a representative figure of internal or external theory, he only studies opinions
Xunzi: The nature of human beings today is to love benefits and follow the right path, so they fight for it and give in and perish.
falsification
Convergence theory (two-factor theory)
Affirmed the important role of innate genetic factors and acquired environment in children's development, Moreover, the functions of the two are different and cannot replace each other (the two wizards fell in love with Tai and the dancing girl)
representative figure
Stellen
Development = Genetics + Environment
Alex Ng (Woodworth)
Development = Genetics x Environment
multi-factor interaction theory
Human development is the result of the interaction between individual internal factors and external environment in individual activities.
When the subjective and objective conditions are roughly similar, The extent to which an individual's subjective initiative is exerted has decisive significance for human development.
Extension: Pay attention to the relationship between subject and object, and the relationship between teachers and students in educational activities
Main factors affecting individual physical and mental development (short answer)
genetics
Material premise, material basis, physiological premise, physiological basis
Genetic quality is the (physiological) prerequisite for human physical and mental development. Provides possibilities for human development, but does not determine human development
It is impossible for a child born deaf to develop the hearing ability to become a musician
"Use it or lose it" and "acquired inheritance" indicate that genetic quality has a certain degree of plasticity.
The influence of genetic factors on people generally shows a weakening trend throughout the development process
Individual differences in genetic qualities are one of the causes of individual differences in people's physical and mental development.
The main reason - human subjective initiative
The mature mechanism of genetic quality restricts the level and stage of human physical and mental development.
Gesell's twin ladder experiment, primary school students cannot learn advanced mathematics
environment
Provide development possibilities
The social environment provides a variety of possibilities for individual development. Making genetically powered developments possible a reality
Mencius's mother moved three times/ Those who are close to red are red and those who are close to ink are black/ The fluffy hemp grows straight without support/If it is dyed green, it will be green; if it is dyed yellow, it will be yellow.
The environment is the driving force for human physical and mental development
(external motivation/external conditions)
Human subjective initiative-internal factors/internal motivation
The environment does not determine human development
Humans are proactive in their response to the environment
Coming out of the mud but not stained
People have subjective initiative
Education (schooling)
Education plays a leading and promoting role in human development, especially the development of the younger generation.
Reasons why school education plays a leading role in human physical and mental development (Quick note: Sanyou teachers have overall control and coordination> [Multiple choice, short answer]
School education is an activity that cultivates people with purpose, plan and organization.
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
The manifestation of school education playing a leading role in human physical and mental development (The special function of school education in affecting individual development) [short answer, multiple choice]
School education sets social norms for individual development
Commonality - individual socialization
School education has the function of developing individual special talents and developing personality
Personality - personalization
The impact of school education on individual development has both immediate and delayed value
School education has the special function of accelerating individual development
The realization of the leading role and promoting role of school education is relative and conditional
Educational omnipotence: Kant, Watson, Locke, Helvetius
The Uselessness of Education: Galton
human subjective initiative
intrinsic motivation, internal factors
Individual subjective initiative is the internal driving force for human physical and mental development. It is also a decisive factor in promoting individual development from a potential possible state to a realistic state.
first level
Physiological activities
second level
mental activity
third level
social practice activities
Main factors affecting individual physical and mental development [short answer]
Heredity (physiological premise, material premise)
Environment (external motivation, external conditions)
Education (lead)
Individual subjective initiative (internal motivation, decisive role)
Laws of individual physical and mental development (full question type)
sequentiality
Concept: Human physical and mental development is a process from low-level to high-level, from simple to complex, The continuous development process from quantitative change to qualitative change (Keywords: from... to...; from... to...; first...then...)
Requirements: step by step
Don't "give on the festival of mausoleum"/learn without learning, etc.
If you do miscellaneous things but don’t have grandchildren, you’ll be in chaos and you won’t have grandchildren.
academic notes
Destroying growth and promoting growth (single-choice questions prefer sequentiality, multiple-choice questions sequentiality + stage)
Head-to-tail law, center-peripheral law
From beginning to end, from center to all sides
stage
Concept: Individual physical and mental development shows different overall characteristics and main contradictions at different ages. Faced with different development tasks. (age characteristics)
Children in childhood prefer concrete images - stages From childhood to adolescence, from concrete images to abstract images - sequentiality
Requirements: Put forward different specific tasks for students of different ages, Adopt different educational content and methods. Don’t engage in “one size fits all” and “one pot cooking”. Adultization (children are children, adults are adults - Rousseau), early childhood education becomes primary school, etc.
Question skills
"One size fits all" for different stages violates the stage characteristics
“One size fits all” for one class violates individual differences
One-size-fits-all, one-pot cooking without context, optimizing stages
"Zone of Proximal Development" "Just jump and pick a peach"
Question-making skills: single-choice questions should be staged, multiple-choice questions should be staged + sequential
Imbalance (same person, different speed)
concept
The development speed of the same aspect of individual physical and mental development is unbalanced at different ages.
Different aspects of individual physical and mental development
Uneven speed in the same aspect (language) Different aspects of being out of sync (physical and mental) ——In a person’s development, there are some aspects and some aspects.
Education requirements: Grasp the critical period
Refers to a person's certain physical and mental potential having the best development period at a certain age, also called the sensitive period and the best period.
When it can be said, if time passes and then you learn, it will be hard and difficult to achieve.
If you miss the critical period, you will never succeed (wrong)
If you miss the critical period, the training effect will be reduced and you will never be able to compensate (right)
Easy to make mistakes and confusion
Imbalance vs Stage
Stages - age groups + characteristics
Children in childhood/children aged two or three like concrete images and watching cartoons
Imbalance - age group + development speed/development level (high/low/fast/slow/sooner or later)
2-year-old children have a high level of oral language development/rapid development/mature quickly
Imbalance VS Sequentiality
Sequentiality (street connection relationship) one by one...then...
Be concrete first, then abstract, first simple, then complex.
Imbalance (contrast relationship) -... matures before... (different aspects are out of sync)
At the age of 10, physical development is rapid and mental development is slow. At 10 years old, physical development precedes mental development
complementarity
Concept: After a certain aspect of the body's function is damaged or even missing, Can be partially compensated by extraordinary development in other areas
between physiology and physiology
Blind people use ears instead of eyes, blind people have sensitive hearing
between physiology and psychology
Physically disabled but mentally strong
Require
Build confidence and believe in every student
Complementarity is mainly aimed at underachievers (wrong)
For all students
Master scientific education methods and discover students’ strengths, Exploit strengths and avoid weaknesses, cultivate students’ qualities of self-confidence and hard work
individual differences (different individuals)
Concept: physical and mental development between individuals and between different aspects of individual physical and mental development, There are differences in the degree and speed of development. (different individuals)
Requirements: Teaching students in accordance with their aptitude, flexible teaching, organizing interest groups
differential performance
Different children develop at different speeds and levels in the same aspect; (clever and early, late bloomer)
There are differences in the development of different children in different aspects; (everyone is good at different directions)
Different children have different personality and psychological tendencies; (interests, hobbies, etc.)
There are differences between groups (differences between men and women - boys like to play prince, girls like to play princess)
Be good at saving the lost
Teaching Principles - Cultivate kindness and save the lost
Teachers’ teaching requirements, physical and mental development rules—individual differences
Wholeness
Students are a whole person who invest their whole body and mind into teaching life, and use their whole body and mind to perceive, experience, enjoy and create this teaching life. Teachers deal with the whole person
educational requirements
Facing the whole body and mind of students
Focus on the whole person of the student and promote the general development of the student, Achieve the unity of cognitive factors and non-cognitive factors, consciousness and subconsciousness, science and art (cognition and emotion)
Short Answer Questions: Concept Requirements
Educational Purpose and Educational System (objective question)
Overview of educational purposes
The connotation of educational purpose
The meaning and function of educational purposes
meaning of educational purpose
The purpose of education is the core of the entire educational work, the basis and evaluation standard, starting point and destination of educational activities. (starting point and ending point) Take a leading position in educational activities. At the same time, it is also the theme and soul of all educational activities. It is the highest ideal of education. It runs through the entire process of educational activities and has guiding significance for all educational activities. It is also the fundamental basis for determining educational content, selecting educational methods, and evaluating educational effects.
Function
Statement 3: The role (function) of educational purpose includes guiding role, coordinating role (multi-sector coordination), Motivational and evaluation effects
Statement four
guide
Choice - the purpose of education determines the choice of educational content
excitation
evaluate
coordination
The purpose of education is the starting point and destination of educational activities. The diversity of its levels makes it have many functions: Orientation, regulation, evaluation
Hierarchy of Educational Purposes
Educational goals VS training goals: universal vs. special, general vs. special Between Four Words: From Educational Goals to Teaching Goals: Abstract and Concrete
Four levels of educational purposes
national educational purposes
Builders and successors of socialism with comprehensive development of morality, intelligence, body, art and labor
Training goals for schools at all levels and types
Primary school lays the foundation one by one (reading, writing, arithmetic)
Junior high school - helping teenagers take off
Curriculum objectives for different subjects
In the Chinese subject, students are required to master 1,600 students Yu Ci, 800 of them can write
A specific subject, big numbers
Teacher's teaching goals
Expected standards that students can achieve after teaching activities
=Teaching goals refer to the student learning results expected in teaching activities
In the process of education and teaching, when educators complete a certain stage of work, The requirements that the educated are expected to meet or the changes that will be produced
Specific to a class small numbers
Raising the Level: Content Structure for Educational Purposes
The first is to stipulate the physical and mental qualities of the people to be cultivated by education.
The second is to stipulate the social value of the people education should cultivate.
Provisions on physical and mental quality are a core part of the content structure of educational purposes
Cultivate socialist builders and successors with comprehensive development of moral, intellectual, physical, artistic and labor
Basis for establishing educational purposes
specific social, political, economic and cultural background (Anything related to social background is optional, such as technology, productivity, etc.)
Characteristics (laws) and needs of human physical and mental development
objective basis
people's educational ideals
subjective basis
subjective and objective products
Theories about establishing the purpose of education
individualism and socialism
individualism
Viewpoint: The basis for establishing education is human nature, emphasizing nature, potential, needs, and talents.
Representative figures: Mencius, Rousseau, Pestalozzi, Froebel, Maritan, Hutchins, Naylor, Maslow, Sartre, etc.
Locke cultivates gentlemen—emphasizes family education and despises national education—individualism.
Parker—the father of American progressive education—individualism
social fundamentalism
Viewpoint: Establishing the purpose of education is based on the requirements of society, emphasizing the country, society, etc.
Representative figures: Xunzi, Plato, Herbart, Durkheim (Dirkheim), Natop (Natorp, Noudulp), Keichensteiner, Comte, Baglay, etc.
Durkheim: Socializing youth (adapting people to society)
Keichensteiner: Cultivating qualified citizens
Natorp/Noordulp
In fact, the individual does not exist, because the reason why a person is a human is just because he lives among the crowd. and participate in social life
Individuals have no value. People are just the raw materials of education. Individuals cannot be the purpose of education.
Confucius: Those who excel in learning will lead to officialdom - social standardism
The theory of education preparing for life and the theory of education adapting to life
education prepares for life says
Spencer: The purpose of education is to prepare for a "perfect life" and to teach people how to live.
life-centered theory
The theory of education adapting to life
Dewey: Education is life
Internal teleology and external teleology (Dewey)
Intrinsic educational purpose: educating oneself
External educational purpose: the purpose imposed by people (education serves the country, the nation, etc.)
"The process of education has no purpose outside itself; it is its own purpose." "Education has no external purpose but retains the internal purpose."
Dewey: Education without purpose
Supplement: Religious fundamentalism (theological educational teleology)
body, soul, spirit, god
Comenius - This life is only a preparation for eternal life
Kuniyoshi Obara
Elevate
The purpose of education in our country
The basic spirit/basic points of the purpose of education in my country at this stage (short answer)
Adhere to the directionality and fundamental nature of socialism
Cultivate socialist builders and successors
Adhere to all-round development
Cultivate moral, intellectual, physical and artistic skills
Cultivate independent personality
Taking into account the development of society and people
Combining education with productive labor—the fundamental approach
Pay attention to improving the quality of the entire nation—fundamental purpose/important mission
Cultivating talents of all types and levels - basic mission
spiritual essence
Cultivating workers—general requirements
Comprehensive development - education quality standards
Adhere to the direction of socialism—fundamental nature and characteristics
Combining education and labor—the basic approach
Theoretical basis for establishing the purpose of education in my country
Marx elaborated on the theory of comprehensive human development, This theory is the theoretical basis and foundation for establishing the purpose of education in our country.
comprehensive human development
The so-called all-round development of human beings refers to the comprehensive, harmonious and full development of human labor ability, that is, human physical strength and intelligence, and also includes the development of human morality and the full development of human personality.
The old division of labor (separation of body and brain) resulted in one-sided development of human beings
Machine-based large-scale industrial production provides the basis and possibility for the all-round development of human beings
The socialist system is the social condition for realizing the all-round development of human beings
The combination of education and productive labor is "the only way to create a comprehensively developed person"/the fundamental way/the only way.
The basic composition of the purpose of education in our country (five education, aesthetic education, labor education)
moral education
intellectual education
Intellectual education is education that imparts systematic scientific and cultural knowledge and skills to students, and develops their intelligence and non-cognitive factors related to learning. The main contents and tasks of intellectual education include imparting knowledge, developing skills, and cultivating autonomy and creativity. The specific tasks are: (double base + intelligence + learning quality) (multiple choices)
1. Systematically teach scientific and cultural knowledge to students and lay a good knowledge foundation for students’ development in all aspects.
2. Cultivate and train students to form basic skills
3. Cultivate and develop students’ intellectual talents and enhance students’ abilities in all aspects
4. Cultivate students’ good learning qualities and love for science
The fundamental task of intellectual education is to cultivate or develop students' wisdom, especially intelligence. The core of intelligence is thinking ability, which is the decisive factor in intelligence level
Sports (material foundation, material guarantee)
Enhancing students' physical fitness is the fundamental task of school physical education. This is the most fundamental difference between school sports and other school activities. The basic organizational form of school physical education is physical education class.
Aesthetic education
Aesthetic education is to cultivate students’ healthy aesthetics. Develop their ability to feel beauty (starting point), appreciate beauty, and create beauty (the highest level/realm), Education to cultivate their noble sentiments and civilized qualities
True or False Question: Aesthetic education is aesthetic education (correct) Aesthetic education is art education (wrong)
Forming the ability to create beauty is the highest level task of aesthetic education
Elevate
The role (function) of aesthetic education
One is the direct function of aesthetic education (beautiful education)
The second is the indirect function of aesthetic education (moral education, intelligence promotion, physical fitness, etc.)
The third is the exploration of the super-aesthetic education function of aesthetic education (that is, the transcendent function of aesthetic education).
Contents of school aesthetic education
Version 1: The basic forms of aesthetic education are artistic beauty and realistic beauty. Realistic beauty also includes natural beauty, social (life) beauty, educational (scientific) beauty, etc.
Environmental beauty belongs to natural beauty, and spiritual beauty belongs to social life beauty. Do not choose when choosing.
Version 2: The content of school aesthetic education includes formal education, ideal education, and art education
Paths to aesthetic education (short answer)
First, aesthetic education through classroom teaching and extracurricular cultural and artistic activities
Implementing aesthetic education through scientific and cultural knowledge teaching
Through art subject teaching and extracurricular literary and artistic activities
Second, aesthetic education through nature
Third, carry out aesthetic education in daily life
Belinsky 1 - There are many beautiful things in living reality
Utilizing family environment for aesthetic education
Organize students to participate in activities to beautify the school environment
Guide students to embody beauty in daily life
labor technical education
Labor technical education is education that guides students to master labor technical knowledge and skills and form labor views and habits. Labor technical education includes two aspects: labor education and technical education.
Extension: Labor education is an option for all reasons. The specific content of labor education includes four aspects: self-service labor, industrial and agricultural production labor, handicraft production labor and social welfare labor. Among them, self-service labor mainly refers to the service labor that students perform for themselves and their collective in daily activities at home and school. Basic self-service labor includes: packing school bags, making beds, washing and sewing, cooking, cleaning the room, cleaning the campus, etc.
Comprehensive development of relationships among the components of education
There is an imbalance in the status of “five educations” in all-round development
Comprehensive development cannot be understood as the average development (balanced development) that requires students to "do well in everything" , nor can it be understood that everyone must develop into the same person
Comprehensive education and "teaching students in accordance with their aptitude" are not opposites or contradictory
Each of the five educations has its relative independence
Comprehensively promote quality education (connotation, approach, concept)
The concept of quality education (explanation)
Quality education is based on the actual needs of human development and social development, with the fundamental purpose of comprehensively improving the basic quality of all students, with respect for students' subjectivity and initiative, focusing on developing people's intellectual potential, and forming people's sound personality as its fundamental characteristics education. (Comprehensiveness is the purpose, personality psychological characteristics)
The essence, purpose and tasks of quality education
Quality education has three major meanings: facing all, comprehensive improvement, and active development
The fundamental purpose of quality education is to comprehensively improve students' quality
Quality education has three basic tasks: The first major task is to cultivate students’ physical fitness (basic level); The second major task is to cultivate students’ psychological quality (core level); The third major task is to cultivate students' social qualities (the highest level).
Characteristics of quality education
Wholeness, comprehensiveness, foundation, subjectivity, Developmental (enlighten the mind, nurture potential, enhance stamina), cooperative and futuristic
Holisticness is the most essential provision and fundamental requirement of quality education
The connotation of quality education (short answer) - educational outlook
Quality education is education for all students
Quality education is education that promotes the all-round development of students
Quality education is education that promotes students’ personality development
Quality education is education that focuses on cultivating (social responsibility), innovative spirit and practical ability
(Focus, core, characteristics of the times, and essential differences of quality education)—Select innovative spirit first and then practical ability
Educational outlook
Elevate
One purpose: The fundamental purpose of quality education is to improve the quality of the people
Two focuses: innovative spirit and practical ability
Three essentials: facing the whole, developing in an all-round way (improvement), and developing proactively
Three basic tasks: physical quality (basic level), psychological quality (core level), and social quality (top level)
Four connotations: having both worlds + individuality + innovation
Quality education emphasizes the process of discovering knowledge
Measures to implement quality education (short answer)
change educational concepts
Change student outlook
Increase efforts in education reform
Establish a guarantee mechanism for quality education
Establish an operational mechanism for quality education
Create a good campus cultural atmosphere
The following misunderstandings arise in the implementation of quality education
Quality education means not to have “top students”
against the whole
Quality education requires students to learn everything and learn everything well
violation of imbalance
Quality education means not requiring students to work hard, and "burden reduction" means giving students no or less homework after class.
Quality education is to enable teachers to become students' collaborators, helpers and service providers
The relationship of primary and secondary is wrong. Teachers are disseminators of knowledge first and then service providers.
Quality education means carrying out more extracurricular activities and taking more cultural and sports classes The main channel of Qin Zhi Education is teaching, and the main position is the classroom
Quality education means no exams, especially no 100-point exams
Examination is just a means of evaluation
Quality education will affect the enrollment rate
Schools and school education systems
School Overview
Conditions for the establishment of a school: money, literacy, and state support
productive forces
intellectuals
Word
State apparatus
the earliest school
American scholar Kramer believes that the earliest school in the world was the Sumerian school
Our country’s schools with written records and archaeological evidence appeared in the Shang Dynasty
school culture
The epitome of school culture Campus culture
The composition of school culture: conceptual culture, normative culture, and material culture
Concepts (multiple choices): cognition, emotion, value, ideal
The components of campus culture include spiritual culture (school spirit), organizational and institutional culture (class rules), and material culture (architectural sculptures)
School spirit is the unity of spirit, material and institutional culture
The connotation of the education system
The connotation of the education system
education system
A system of various educational institutions and organizations at all levels in a country or region and the general name of its various provisions
broad education system
The national education system is a country’s purpose of achieving its national education. The sum of all educational facilities and related rules and regulations established from the organizational system
narrow education system
The school education system, referred to as the school system, is the overall system of all types of schools at all levels in a country. Specifically stipulate the nature, tasks, (requirements), admission requirements, years of study and the interrelationship between various types of schools at all levels. The academic system is the core, main body and essence of the national education system (broad education system = education system)
Characteristics of the education system
objectivity
The education system cannot be established or abolished at will
normative
Admission requirements or training target standards (increasingly standardized)
Socialism is the greatest standard - value orientation
historic
Different between ancient and modern times
Mandatory
Must be obeyed
Basis for establishing academic system
Society, People, History of Development of Academic System
Productivity and technology – first and foremost
Types of modern school education systems
Double track
Representative: Britain, France, Germany, Tsarist Russia (Imperial Russia period)
(Top down) Academic track - Nobility
First, it was home education, and then schools developed.
(Bottom-up) Career Track - Working People
Not conducive to the popularization of education
Monorail
Representative: United States
Conducive to the spread of education
Branch type academic system
Representative: Soviet Union, China
Also known as: Y-shaped academic system, intermediate academic system
Up and down, left and right are smooth
The development of modern education system (short answer on form development and development trends)
formal development (Divided according to whether there is academic system or not)
pre-institutional education
There were early schools, but there were no modern institutions in the schools
There is a school but no academic system
Stereotyped educational organization form and physical education - school is its important symbol
institutionalized education
There are already schools, and modern systems have also been formed in the schools.
Both schools and academic systems
The formation of the school education system (the formation of the academic system) means the formation of institutionalized education
The symbol of the rise of our country is "abolish the imperial examination and build schools"
non-institutionalized education
"Education should no longer be limited to the walls of schools" "Learning Society" "Lifelong Learning"
Non-institutionalized education is relative to institutionalized education. What has changed is the form of education and the concept of education, and more importantly, the concept of education
The development trend of modern education system (short answer)
Strengthen pre-school education and attach importance to street connection with primary education
Strengthen the popularization of compulsory education and extend the years of compulsory education
General education and vocational education in secondary education are developing towards mutual penetration.
Popularization of higher education
Internationally, it is generally believed that if the gross enrollment rate of higher education is less than 15%, it belongs to the elite education stage, if it is greater than 15% and less than 50%, it is the mass stage, and if it is greater than 50%, it is the popularization stage.
The 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
my country’s school education system
The evolution of my country's modern school education system (four-school system - small hot spots) Formula: People promulgate, ghosts implement, ugly capital, beautiful beard
The first academic system promulgated by China - the Renyin academic system
"Renyin Academic System" in 1902 (Japan)
The first modern academic system was first promulgated but not implemented
Imperial Academy Charter
Renyin Educational System - "Everyone, regardless of color, should receive this seven-year education."
There is neither the word obligation nor the idea of compulsory education.
The earliest academic system to stipulate the stage of compulsory education - the Renyin academic system
The first academic system implemented in China—Guimao academic system
"Guimao School System" in 1904 (Japan)
Promulgated and implemented (a symbol of the institutionalization and legalization of modern Chinese education)
Guiding ideology/guidelines - "Chinese learning as the essence, Western learning as the application"
It is stipulated that men and women cannot go to the same school
Educational purposes: "Be loyal to the emperor, respect Confucius, honor the public, and practice martial arts (new sports), Shang Shi (the first time to propose that the academic system of vocational education should be emphasized nationwide)"
The longest time to study
"Guimao Schooling System" - "Elementary primary school is planned as a compulsory education stage"
There are both ideas and words for compulsory education but they have not been implemented and are in the planning stage.
Guimao schooling system, which first proposed the ideological concept of compulsory education
The earliest primary school to be included in compulsory education - the Guimao schooling system
The term "compulsory education" first appeared - the "Academic Affairs Outline" in the "School Charter"
China’s educational system with capitalist nature—Renzi Guichou academic system
"Renzi Guichou Academic System" in 1912 (Japan)
The first academic system with capitalist characteristics
Provision for co-education (elementary elementary schools, men and women can go to the same school)
Cai Yuanpei (Sun Yat-sen)
Renzi Guichou School System - Compulsory Education
Among them, elementary school is 4 years old and is compulsory education. The legal enrollment age is 6 years old. This is the first time that our country’s government decree clearly stipulates the implementation of compulsory education and stipulates that the length of compulsory education is four years.
The longest-running academic system in China is the Renxu academic system.
"Renxu School System" in 1922 (USA)
(also known as the new academic system or the 633 academic system)
The longest-running academic system
Based on the physical and mental development rules of school-age children and adolescents
Expansion: Vocational subjects were added to high schools, taking into account both further education and employment at the earliest
Expansion: Marks the establishment of the new bourgeois education system in China (from imitating Japan to imitating the United States)
The evolution of the academic system in New China
1993 "Outline of China's Education Reform and Development"
93 outline
"Two basics" - basic nine-level education and basic literacy
"Two things" - comprehensively implement the party's education policy and comprehensively improve the quality of education
"Double" - key schools and key disciplines
In 1999, quality education was promoted, lifelong education was proposed for the first time, and aesthetic education was included in the purpose of education for the first time.
Mantra: 99 Lifelong quality and aesthetic education
The eighth new curriculum reform was launched in 1999
The structure and types of my country’s current school education system (four levels and five categories)
structure
Hierarchy: (vertical)
Preschool education Primary education Secondary education Higher education
Category structure: (horizontal)
Basic education Higher education Adult education Special education Vocational and technical education
The nature of ordinary primary and secondary education is basic education.
Basic education in our country usually includes preschool education, primary education and secondary education (including junior high school and high school)
type
From a type perspective, my country’s current academic system is a branched academic system developed from a single-track academic system.
The main contents of my country’s current school education system reform
teachers and students (objective subjective)
Teachers and their professional qualities
The concept and role of teachers
Teachers are the main implementers of school education, and their fundamental task is to teach and educate people
The fundamental task of teachers is to teach and educate people
The fundamental task of education is to cultivate moral character and cultivate people
role of teachers
Teachers are the disseminators of human culture and serve as bridges and links in the development of society and the continuation of mankind.
Teachers are engineers of the human soul and play a key role in shaping the character of the younger generation.
Kalinin - Teachers are engineers of the human soul
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.
Teacher Career Overview
The nature of the teaching profession
The "Teachers Law of the People's Republic of China" promulgated in 1993 and implemented in 1994
Teachers are professionals who perform education and teaching duties. They are responsible for teaching and educating people. The mission of cultivating builders and successors of the socialist cause and improving national quality
The "Teachers Law" determines the professional status of teachers from a legal perspective for the first time
Comenius believed that teaching is the noblest and most superior profession under the sun.
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
Teacher's professional image
Moral image (morality is the bottom line, culture is the core, and personality charm is attractive)
The moral image of teachers is regarded as the most basic image of teachers
Be a role model and lead by example
Teacher's cultural image
The cultural image of teachers is the core of teachers’ image
"Extremely talented" and "Extremely rich in learning"
teacher's personality
Teacher's personality is the primary factor that causes students to be close to or alienated from teachers
shining point
The status of the teaching profession
The development history of the teaching profession
non-professional stage
There is no specialized teaching profession or part-time teachers
Our country: learning in the government, using officials as teachers, and integrating officials and teachers
West: Monks
professional stage
With the teaching profession
The independent teaching profession emerged with the emergence of private schools
The earliest teacher in China: Shi
The earliest teachers in the West: the Sophists
specialization stage
Follow the number of teachers
Marked by the emergence of educational institutions dedicated to training teachers
The world’s earliest teacher education institution was born in France
The earliest normal education in my country came into being in the late Qing Dynasty, when Sheng Xuanhuai Nanyang Public School Normal College
Specialization stage
Pay attention to the quality of teachers
In 1966, the United Nations: "Recommendations on the Status of Teachers" proposed that teaching work should be regarded as a profession
China’s Teachers Law of the People’s Republic of China: Teachers are professionals
Teacher’s professional role (objective short answer recitation)
Biggest feature: Diversified professional roles
The role of "preacher" (the existence of Tao, the existence of teachers, and the engineer of the human soul)
The role of "teacher and puzzle solver" (teacher of knowledge, disseminator of human culture)
Demonstrator role (the most direct role model)
Four different levels of the teacher-exemplary dimension: norm, role model, model, and world model
"Designer, organizer and manager of educational and teaching activities" role
(Tough and arbitrary type, benevolent and arbitrary type, democratic management type, laissez-faire type)
The roles of “parental agent, parent” (lower grades) and “friend, confidant” (friend)
"Researcher" (reflective) role, "Learner", "Scholar" role
Multiple choice - just make sense
Conducive to improving student performance: Tough and authoritarian type Conducive to student development: democratic management type The benevolent and arbitrary type will lose students’ subjective initiative and creativity
Raising the Heights: Special Perspectives on the Role of Teachers
"A role model for students" (Focus on moral role models)
Teachers must serve as role models for students, which means that teachers are not only the transmitters of social moral principles to students, but more importantly, the embodiment of social moral principles. Therefore, teachers are often praised as "engineers of the soul".
"Psychological Adjuster" psychological counselor
Unblock psychological problems
Cultivator of students’ souls
The purpose of education is to make students smarter, nobler and more mature. Teachers who only impart knowledge are "class teachers". Only those teachers who enable students to develop actively and actively are the best teachers.
Xu Teli: A teacher is not only a classical teacher (teaching), but also a human teacher (educating people)
Characteristics and value of teachers’ labor (objective short answer recitation)
Characteristics of teachers’ labor (short answer)
The complexity and creativity of teachers’ labor
Elevate
Multiple selection without mixed selection
The continuity and extension of teachers’ labor
The long-term and indirect nature of teachers’ labor
The subjectivity and demonstration of teachers’ labor
The individuality of teachers’ working methods and the group nature of their labor results
The value of teachers’ labor
The value of teachers’ labor is the unity of social value and personal value
Social value. (Main attributes, main signs
personal value. Mencius said, "A gentleman has three pleasures" and "to acquire the world's talents and educate them"
Teachers’ professional quality (objective, short answer, case recitation)
moral quality
Knowledge literacy
Political theory accomplishment
Mao Zhongte
Core of profound subject expertise (ontological knowledge)
Master the basic knowledge and basic skills of the subject
Master the basic theory and subject system of the subject
Understand the development of this discipline
Understand the way of thinking and methodology in the subject area
Multiple choice to understand
Extensive scientific and cultural knowledge (general knowledge, universal knowledge, general knowledge)
This is a requirement for the increasing integration and penetration of scientific knowledge
This is a requirement for the multi-faceted development of young people
The task of teachers is to teach and educate people
Science and education boy, understand
Necessary educational science knowledge (conditional knowledge)
Basic courses: education, psychology, subject teaching methods
Three aspects: knowledge of students’ physical and mental development (before teaching); knowledge of teaching and learning (middle); knowledge of student performance evaluation (after)
Rich practical knowledge (practical knowledge, experiential knowledge)
The practical knowledge of saving teachers is based on teachers’ personal experience accumulation, personal characteristics and educational wisdom reflected in treating and handling educational problems.
Extension: Practical knowledge is classroom situation knowledge, which reflects the teacher's personal teaching skills, educational wisdom and teaching style, such as introduction, reinforcement, questioning, classroom management, communication and expression, lesson closing and other skills.
Summarize
A good teacher must be a scholar - ontological knowledge
Scholars may not be good teachers - conditional knowledge A person with rich knowledge may not be able to teach well
"If you have deep knowledge, you can get it from both sides" - ontological knowledge
A gentleman knows both the reason for the rise of teaching and the reason for its abolition, and then he can be a teacher - conditional knowledge
If you want to give students a glass of water, you must have a bucket of water - knowledge of integrity
Ability and literacy (multiple choice, short answer) Tip: Yan Guan teaches me control and reflection
Language expression ability (teapot cooks dumplings, but cannot pour them out if there is stuff)
Organizational management capabilities
Ability to organize education and teaching
Self-regulation and self-reflection skills (higher educational resourcefulness)
Occupational mental health (multiple choice, short answer) Motto: Everyone has to understand
High professional ethics
happy mood emotion
good relationship
healthy personality traits
Replenish
Conditions for professional specialization of teachers (teachers’ professional qualities)
Subject professionalism
Educational professionalism
(Before teaching) Have advanced educational concepts
(Little knowledge: Student view - student's comprehensive development and personality development, overall development and individual development, The relationship between actual development and future development)
(Teaching) Have good educational ability
Teachers’ educational ability is a special requirement for the teaching profession. For example, teachers must have language expression ability. Firstly, it is accurate, clear and logical; secondly, it is full of emotion and appeal; finally, it is full of personality.
(After teaching) Have certain research capabilities
"What you see on paper is ultimately shallow, but you know you have to do it in detail."
Teaching principles - integrating theory with practice
Principles of moral education - the principle of unity of knowledge and action
Teacher’s Personality Traits
Good professional ethics
teacher professional development
The concept of teacher professional development
It includes the professional development of teacher groups and individual professional development.
The professional development of individual teachers is the development process of teachers as professionals, from less popular to more mature in terms of professional ideas, professional knowledge, professional abilities, and professional psychological qualities, that is, from a professional novice to an expert teacher or educator. The process of home-based teachers.
From the perspective of the general trend of historical development, the core and ultimate expression of teachers’ professional development lies in the individual teacher’s Professional development.
Contents of teacher professional development (short answer)
The establishment of professional ideals
Improvement of professional attitude and motivation
Expansion and deepening of professional knowledge
Quantitative accumulation, qualitative deepening, and structural renewal
Improvement of professional abilities
Teacher’s professional ability is the teacher’s education and teaching ability
Teacher’s professional personality
The formation of professional self
Stages of teacher professional development
Paths to teacher professional development
teacher education
Inception and foundation
Orientation training
on the job training
accelerator, perpetual motion machine
Generally, it is mainly amateur, self-study, and short-term.
self education
The most basic and common way
Everything makes sense
Teacher professional development orientation
Intellectual orientation (knowledge orientation)
It advocates that teachers learn advanced "subject knowledge" and "educational knowledge" from experts through formal training
Practice - Reflective Orientation (Focusing on personal professional development of teachers)
Writing diaries, biographies, ideas, document analysis, educational narratives, teacher interviews, participant observation, etc.
cultural ecological orientation (Focusing on the professional development of teachers)
Teacher professional development not only relies on personal efforts, but also relies on "Teaching culture" or "teacher culture", the main methods include collaborative teaching, cooperative teaching and research, etc.
student
Characteristics of students
Students are the objects of education (object status)
plasticity
"If you dye it with green, you will become green; if you dye it with yellow, you will become yellow."
dependency
Depend on parents at home. After entering school, dependence on parents turns to dependence on teachers.
Teacher-oriented nature
Imitate teachers. After students enter school, they will naturally get close to, trust, respect and even worship teachers.
Students are the subject of self-education and development (subject position)
Three manifestations of subjective initiative
① Consciousness or initiative-the most basic
Do you want to do it?
②Independence and autonomy
Do you want to do it yourself?
③Creativity - highest performance
Do you want to do it well?
Cultivation of students’ subjectivity
Establish a democratic and harmonious teacher-student relationship, and pay attention to the cultivation of students' self-learning ability
Pay attention to cultivating students' subjective participation in the classroom, allowing students to gain the experience of subjective participation, especially allowing students to experience success
Respect students' individual differences and provide students with targeted education
Modern views on students (discussion, short answer recitation)
Students are developing people, we should look at them from a developmental perspective
Students' physical and mental development is regular
Students have huge potential for development
Teachers cannot use students' current backwardness to deny future success or sarcastically
Students are people in the process of development
Allow students to make mistakes
Student development is all-round development
Five education development
Students are unique people
Students are whole people
It focuses on cognition as well as emotional needs, joy, anger, sorrow, etc.
Every student has his or her own uniqueness
Personality characteristics Teach students in accordance with their aptitude
There is a huge difference between students and adults
Different from parents and teachers
Students are independent persons
Every student is an objective existence independent of the teacher's mind and not subject to the teacher's will.
Teachers and students have different ideas
Students are the main body of learning (students are the main body of educational activities)
Teachers guide and mobilize students’ subjective initiative
Students are the main body of responsibility
The subject of responsibility The subject of rights
Teacher’s illegal behavior (reading diary, etc.)
Replenish
No mixed selection
student status
United Nations Convention on the Rights of the Child
best interests of the child
Respect the dignity of children
Respect children’s views and opinions
non-discrimination principle
Teacher-student relationship
Overview of the Teacher-Student Relationship
The connotation of teacher-student relationship
The most basic and important (core) relationship among people in the process of educational activities
The teacher-student relationship can be divided into "social psychology" from different levels
social relationship
Educational relationship/work relationship/business relationship (basic relationship) core
Teachers and students promote students' overall development and independent development in educational and teaching activities. The formed relationship between education and being educated, organizing and being organized, guiding and being guided, etc.
Psychological relationship (whether emotions are harmonious, whether personalities conflict, whether interpersonal relationships are harmonious)
Ethical relations (highest level)
A special moral community, each assuming certain ethical responsibilities and fulfilling certain ethical obligations
Add three sentences (fixed version)
Social relations aimed at promoting the growth of the younger generation
Educational relationships aimed at promoting student development
Psychological relationships with the goal of maintaining and developing educational relationships
Supplement other versions (optional)
informal relationship
interpersonal relationships etc.
two opposing views
teacher-centered theory
Herbart
Child-centrism (student-centrism)
France Rousseau
American Dewey
The content of the teacher-student relationship
In terms of educational content - the relationship between giving and receiving
In terms of personality - equal relationship
In social ethics - mutual promotion
Basic types of teacher-student relationships
autocratic
laissez-faire
democratic
Ways and methods to establish a good teacher-student relationship (short answer recitation)
Teachers Dominant, important, key, core
Get to know and study students
Establish a correct outlook on students
Improve teachers’ own quality
Love and respect students and treat them fairly
Carry forward 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 teachers' ethics and purify the relationship between teachers and students
formula Understand and establish quality improvement One heat and one ditch resolve conflicts Democracy and legal system build teacher ethics
Students
Know yourself correctly
Know the teacher correctly
Environmental aspects
Strengthen the construction of campus culture
Strengthen the construction of academic style
Characteristics of my country’s new teacher-student relationship (short answer recitation) (Characteristics of an ideal teacher-student relationship)
Interpersonal relationships: Respect teachers and love students
Social relations: democracy and equality (I love my teacher, I love the truth even more)
The famous saying is that democracy and equality are the best, and then teaching and learning will lead to mutual benefit.
Democracy and equality are the core elements of the modern teacher-student relationship and are the concrete manifestation of the modernization of education in the teacher-student relationship.
Educational relationship: teaching and learning
Teachers’ teaching can promote students’ learning
Teachers can learn from students
Students can surpass teachers (there is a priority in learning the Tao, and there is a specialization in skills). The disciple does not have to be inferior to the teacher, and the teacher does not have to be better than the disciple.
Psychological relationship: psychological compatibility (close relationship, emotional harmony)
course (objective short answer)
Course Overview
Course content
Kong Yingda
Zhu Xi
spencer
Bobbitt
Course type
Subject courses VS activity courses (attributes inherent in course content)
Is it direct experience or indirect experience in terms of content?
Subject courses (indirect experience)
Select certain content from different areas of knowledge or academic fields
It is set up in different categories, so the subject courses are divided into subject courses.
The oldest and most widely used course type
Examples: "Six Arts", "Seven Arts", Six Classics
Logical, systematic and simple (set up by subject, easy to organize teaching)
Activity courses (direct experience)
Activity courses, also known as experience courses, refer to the curriculum form that is organized around students’ needs and interests and organized in activities, that is, courses organized around the experience of students’ subjective activities. Dewey is the main representative of activity courses.
Subject-specific courses VS comprehensive courses (from the perspective of the organization of course content)
Subject-specific courses
Language and mathematics, etc.
Comprehensive courses
Comprehensive curriculum refers to a curriculum form that adopts various organic integration forms to form an organic connection between various differentiated elements and components in the school teaching system. Simply put, it refers to a subject that breaks the traditional knowledge areas of divided courses and combines two or more subject areas.
Science, art, morality and society, morality and life, morality and the rule of law (the new curriculum standard replaces morality courses with morality and development) (Comprehensive activity-based course)
It was Whitehead who first proposed the term comprehensive curriculum
Getting higher: Comprehensive course format - caring about honors According to the level of comprehensiveness
Related courses: While retaining the independence of the original disciplines, look for commonalities between two or more disciplines
Integrated courses: The contents of intrinsically related subjects are fused together to form a new subject. For example, integrating zoology, botany, microbiology, physiology, anatomy, and genetics into biology. (generally focusing on the same field)
Broad-field course: a comprehensive course that combines content from several adjacent subjects. (Generally focused on cross-field) Social Studies Course 1 combines history, geography, economics, sociology, political science, law and anthropology Comprehensive natural science - physics, chemistry, biology, practical technology
Core courses: (social) issues as the core, basic human activities
Compulsory courses VS elective courses (divided from the requirements for students’ learning, or students’ autonomy in course selection)
Required Courses: Common Characteristics
Commonality and individuality Four general development and individual development
Elective course: Personality
The two are commonality and individuality, general development and individual development, universal development and special development.
The two are equivalent (equivalent but not equal in value), there is no primary or secondary relationship, and they are complementary relationships.
National curriculum VS local curriculum VS school-based curriculum (From the perspective of curriculum design, development, management body or management level (or developer))
The dominant value of the national curriculum is to reflect the country’s educational will through the curriculum
The dominant value of local curriculum is to meet the practical needs of local social development through curriculum
The leading value of school-based curriculum is to demonstrate the school’s purpose and characteristics through the curriculum and improve the school’s education level and promote students’ personality development
Basic courses VS extended courses VS research courses (course tasks)
Basic courses: basic academic ability, basic knowledge and basic skills, The "Three Basics" (reading, writing and arithmetic) are compulsory courses for all students.
Extended courses: focus on expanding students’ knowledge and abilities, broadening students’ knowledge horizons, Develop students' various special abilities and transfer them to other aspects of learning. Usually an elective course
Research-based courses: focus on cultivating students’ inquiry attitudes and abilities. (Design and solve the problem yourself)
Explicit curriculum VS implicit curriculum (divided from the performance form of the curriculum or the way it affects students)
Explicit curriculum, also known as open curriculum, refers to the curriculum presented in a direct and obvious way in the school context. Planning is the main feature of explicit curriculum and the main symbol that distinguishes it from implicit curriculum. (Judge whether it belongs to the subjects on the curriculum)
Hidden curriculum, also known as latent curriculum and spontaneous curriculum, refers to the curriculum that is presented in an indirect and implicit way in school situations. The term "hidden curriculum" was first proposed by Jackson in his 1968 book "Class Life"
The main manifestations of hidden curriculum
Conceptual hidden curriculum. The school's school spirit and style of study, the educational concepts, values, knowledge concepts, teaching styles, teaching guiding ideology, etc. of leaders and teachers. ...wind...view...guiding ideology
The hidden curriculum of materiality. Including school buildings, classroom layout, campus environment, etc. Infrastructure Campus Environment
Institutional hidden curriculum. Including school management system, school organization structure, class management methods, class operation methods, etc.
Psychological hidden curriculum. It mainly includes the interpersonal relationships in the school, the unique mentality and behavior of teachers and students, etc.
Elevate
Goodread's definition of curriculum
Ideal course (by experts)
Formal curriculum (developed by the education administration department)
Lessons for Comprehension/Understanding (Teacher Comprehension)
Operational/Implementation/Execution of Curriculum (Classroom Implementation – What teachers teach, what students learn
Experience Courses (Student Experience)
According to the function of the course (mantra: public knowledge>
Tools: Chinese, mathematics, foreign languages, etc. These three subjects are the basis for learning knowledge in other subjects. Information Technology Education
Knowledge: two categories: social sciences and natural sciences. History, geography, politics, citizenship, physics, chemistry, biology, etc.
Skills: sports, music, art, etc.
Practicality
Factors constraining the curriculum
In general, society, knowledge, and children are the three major factors that restrict school curriculum. Three major external factors
Internal factors - academic system, curriculum tradition, curriculum theory, curriculum rules
The requirements and possibilities of social development in a certain historical period (social needs)
The level of development of human culture and science and technology in a certain era (level of subject knowledge)
The age characteristics of students, the basis of knowledge and skills and their acceptability (the physical and mental development needs of learners).
Main curriculum theoretical schools
Student Centered Curriculum Theory
Dewey-Empirical Curriculum (Children/Activities/Experiences)
empiricism
child-centered activity theory
active homework theory (Active operation - similar to learning by doing)
Such as business, cooking, sewing, textiles, carpentry, etc.
Psychological Sequential Theory of Curriculum Organization (Children’s interests are taken into consideration when compiling teaching materials)
Dewey did not deny that the organization of the curriculum should take into account the logical sequence of the teaching materials. But he pays more attention to the organization of the curriculum to consider the psychological order of children.
Naylor-Existentialism
Students’ life value, emotional response, teacher-student relationship
Textbooks are a means of self-development and self-actualization
Students are the masters of teaching materials
Based on Rogers (Maslow) humanistic curriculum theory
Parallel courses/parallel and parallel courses (academic courses, interpersonal courses, self-realization courses)
It’s really not possible to choose Rousseau—student-centered theory
Subject Center Curriculum Theory
Bruner - structuralist curriculum theory
Subject structure, discovery method, spiral curriculum
“No matter what subject we choose to teach, it is important that students understand the basic structure of the subject”
Bagh Lai - Elementalist Curriculum Theory (Social Standardism)
The common elements of human culture, the interests of the country and the nation, and the school curriculum should provide students with differentiated, Organized experience is knowledge, and the most effective and efficient way to do that is through subject courses.
Hutchins - Eternalist Curriculum Theory
Eternal subjects, classical masterpieces, inherit and develop Aristotle's "free education" (leisure, free subjects)
Socially Centered Curriculum Theory
Social Centered Curriculum Theory/Social Transformation Curriculum Theory
Representative: Bramelder
This curriculum theory focuses on contemporary social issues
Curriculum should not help students adapt to society, but should establish a new social order and social culture.
Therefore, this theory advocates that students participate in society as much as possible
postmodern curriculum theory
American scholar Dole
On the basis of analyzing and criticizing Taylor's model, Dole summarized the postmodern curriculum standards he envisioned as "4R". namely richness, recursion, relations and rigor Sex (rigor) (serial bee). Among them, rigor is the most important of the "4Rs".
The course is a dynamic "ecosystem"
Course organization
Course objectives
Course goal connotation
Curriculum goals are specific values and task indicators proposed based on educational purposes and educational laws. They are the curriculum itself. Specific goals and intentions to be achieved. (Specific to a course number)
Basis for determining course objectives
Learner Needs (Research on Students)
The needs of contemporary social life (the study of society)
Subject knowledge and its development (the study of subjects)
3D course objectives
"Knowledge and Skills"
Emphasizing the acquisition of basic knowledge and basic skills is equivalent to traditional "double-based" teaching.
"Student Society"
Learn, master, understand... (knowledge goals)
Be able to read, write, calculate, etc... (skill goals)
"Process and Method"
The outstanding goal is to let students "learn to learn" and enable students to acquire knowledge. At the same time it becomes a process of acquiring learning methods and developing abilities.
"Learn to learn", "Students will learn"
Analyze, discuss, communicate, try, explore, feel, etc. (how to learn)
"Emotional Attitudes and Values"
The goal emphasizes stimulating students' emotional resonance during the teaching process, arousing positive attitude experiences and forming correct values.
“Students enjoy learning”
Emotions, interests, hobbies, three views, etc.
Course content
Presentation form of course content
Curriculum is the core (and foundation) of school education and the blueprint for schools to cultivate future talents. It involves the issues of "what teachers teach" and "what students learn" in the teaching process. It stipulates what kind of educational content should be used to cultivate the new generation. , It is the basis of school education. (Curriculum reform is the core of education reform) (Teaching involves how teachers teach and how students learn)
At present, my country's primary and secondary school curriculum (text level/expression form of curriculum content) mainly consists of three parts: curriculum plan (teaching plan), curriculum standards (syllabus), and teaching materials (textbooks).
lesson plan (teaching plan)
Lesson Plan Concept
Curriculum plans are based on certain educational purposes and training goals. Guiding documents on school education and teaching formulated by the education administration department.
Curriculum plan mainly refers to the setting of teaching subjects (curriculum setting), subject sequence (course opening sequence), Class allocation (teaching hours), school year preparation and school week arrangement. (Reciting a mantra in science class)
Among them, which subjects (curriculum settings) to offer are the central and primary issue in the curriculum plan.
The curriculum plan (teaching plan) of the compulsory education stage is mandatory, universal, and basic.
Three basic characteristics of compulsory education: compulsory, universal and free
Elevate
Five Characteristics of Compulsory Education: Strong Universal Education and Free Public Foundation (Mandatory, popular/universal, free/public welfare, public/national, basic)
The status of primary school education in compulsory education: Xiaoqiangpuji (mandatory, universal, basic)
Characteristics of primary school curriculum: popularization (popularity, basicity, development) Acceptability
Characteristics of junior high school curriculum: popularization (popularity, basicity, development)
Characteristics of compulsory education courses: popularization (popularity, basicity, development)
Characteristics of high school courses: timing (contemporary, basic and selective)
Curriculum Standards (syllabus)
The concept of curriculum standards
Curriculum standards are guiding documents related to the teaching content of the subject written in the form of an outline for each subject in the curriculum plan. They are a sub-discipline development of the curriculum 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 related teaching methods. It is the direct basis for writing textbooks (for each subject) and teachers (for each subject) teaching, and it is also a measure for measuring each subject. Important standards for science teaching quality
Pay attention to the distinction: directly not exceeding the standard (outline), mainly still writing
The direct basis for teachers to teach - curriculum standards
The main basis for teachers to teach - textbooks
Principles of Curriculum Standard Design
The complete course standard consists of a preface, course objectives, content standards, implementation suggestions, and appendices (explanation of terms)
The requirements of curriculum standards are the basic requirements that all students must meet, not the highest requirements.
Curriculum Standard Features
National curriculum standards are the basis for textbook compilation, teaching, assessment and examination propositions, and are the basis for national curriculum management and evaluation. It should reflect the country’s basic requirements for students at different stages in terms of knowledge and skills, processes and methods, emotional attitudes and values, stipulate the nature, goals and content framework of each course, and propose teaching Suggestions and evaluation recommendations.
Textbook (textbook)
Textbook concept
Textbooks are teaching books that systematically explain subject content according to subject curriculum standards. They are the main information medium for knowledge imparting and receiving activities, and are the further development and concretization of curriculum standards.
Teaching materials can be printed materials (including textbooks, teaching guides, supplementary readings, charts, etc.) or It is an audio-visual product (including slides, movies, audio tapes, video tapes, disks, CD-ROMs, etc.).
Textbooks (textbooks and handouts) are the main body of teaching materials, an important tool for students to acquire systematic knowledge, and the main basis for teachers to teach. (Version 2: Teaching materials are also called textbooks, textbooks...)
Version 1: Textbooks are textbooks (wrong) Version 2: Teaching materials are also called textbooks and textbooks (right)
Views on teaching materials for new courses
New curriculum treats textbooks as "springboard" rather than "bible"
The new curriculum advocates teachers to “teach with textbooks” rather than simply “teaching textbooks”
The new curriculum emphasizes that teaching materials are the "cultural intermediary" for student development and the "topic" for dialogue between teachers and students.
The role of teaching materials has declined
Basic principles and requirements that should be followed when writing textbooks (short answer)
Unification of scientific nature and ideological nature: (first principle)
Emphasis on the basics and applicability of content
The unity of the internal logic of knowledge and the requirements of teaching methods
Unity of theory and practice
The layout of textbooks should be conducive to students’ learning
Pay attention to vertical and horizontal connections with other disciplines
Course Structure (Short Answer)
Landscape VS Portrait
horizontal structure
Course scope (breadth): different disciplines, comprehensive courses, etc.
Breaking the boundaries of subject knowledge and traditional knowledge systems, according to the stage of student development stages, based on the issues that need to be explored during students’ development stages and are of greatest concern to society and individuals. As a basis, the course content is organized into relatively independent topics.
vertical structure
Course sequence (depth): from the shallower to the deeper, from the known to the end Knowledge, from concrete to abstract
According to the logical sequence of knowledge, from known to unknown, from concrete to abstract Organize and arrange course content sequentially
Linear VS Spiral
linear
There is no duplication of content before and after
Spiral
Content is repeated
Sum of interior angles of a triangle (elementary school-junior high school)
Logical order vs psychological order
logical sequence
The system and knowledge of the subject itself Internal connections to organize course content
future living world
traditional educational theory
mental sequence
Characteristics of students’ psychological development
real life world
modern educational theory
Contents of the new course structure (short answer)
Establish a nine-year consistent compulsory education curriculum as a whole
(The primary school level mainly focuses on comprehensive courses; the junior high school level offers courses that combine subject-based and comprehensive courses)
High schools mainly focus on subject-specific courses
The curriculum structure at the high school level is divided into three levels: learning areas, subjects, and modules.
Set up comprehensive practical activity courses from elementary school to high school as a compulsory course
Information technology education, research study, Community service and social practice, labor technical education
Rural middle school curriculum should serve local social and economic development
Curriculum design (lesson preparation) and implementation (classing)
Taylor's Goal Pattern (short answer)
The goal model is a model that takes goals as the basis and core of curriculum development and develops curriculum around the determination, realization, and evaluation of course goals. The goal model was produced with the scientific movement of curriculum development in the early 20th century. It is a classic model of curriculum development, and its main representative is Taylor. Taylor is known as the "father of contemporary education/curriculum evaluation and the father of modern curriculum theory." He published "Fundamental Principles of Curriculum and Instruction" in 1949 (considered the bible and cornerstone of modern curriculum theory) and proposed Four questions about curriculum development
Course preparation (short answer)
What educational goals should schools achieve? (Target)
Three sources: research on learners themselves, research on contemporary life outside school, and advice from subject experts.
What educational experiences are provided to achieve these goals/how are learning experiences selected and structured? (content)
How to effectively organize educational experiences? (method)
How can you be sure that these goals are being met? (evaluate)
Taylor's principle can be summarized as: goal, content, method, evaluation Taylor focuses on learning outcomes
Stenhouse's process model
Stenhouse proposed the “process model”
Stenhouse first proposed that teachers are researchers
Curriculum Implementation
Curriculum Implementation Concepts
The process of putting the planned curriculum into practice is the basic way to achieve the expected curriculum goals.
Curriculum Principles
Principle of integrity - overall situation and comprehensive development
The principle of transferability - different disciplines influence each other, and different knowledge in the same discipline influence each other (1) Physics, biology, and chemistry are arranged closely (2) Mathematics classes are arranged three times in a row
Principle 1 of physiological suitability—students’ physiological characteristics, brain functions, and physical fitness
Elevate
Basic orientation of curriculum implementation
The faithful orientation of course implementation is to copy the teaching materials one by one, word for word.
original head
Mutual adjustment orientation of curriculum implementation - mutual adjustment and adaptation between plan and actual situation
fine-tuning
Creativity/Creation Orientation of Curriculum Implementation—Teachers are the developers and builders of curriculum Terminate previous plans and develop new scenarios
Change heads
Course evaluation (case)
target evaluation model
Representative: Taylor
Opinion: Setting goals is the most critical step because all other steps revolve around the goals (Focus on learning results)
purpose free evaluation model
Representative: Scriven
Viewpoint: Advocate to shift the focus of evaluation from "the expected results of the curriculum plan" to "the actual results of the curriculum plan" Pay attention to the process planned in advance
CIPP evaluation model - formula: endorsement process
background assessment
Enter review
Mainly to help decision makers choose the best means to achieve their goals, and evaluate various alternative course plans.
process evaluation
Outcome evaluation
result
CSE evaluation model
Elevate
Basic characteristics of current curriculum evaluation development (Evaluation concept of new curriculum) (short answer) Tip: Always give out apples in quantity
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
Qualitative evaluation: evaluate the nature of things - write comments, growth portfolio
Quantitative assessment: assessment with numbers (exams, paper-and-pencil tests, etc.)
Emphasis on participation and interaction, the combination of self-evaluation and other-evaluation to achieve the 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
Course management
Administrative Policies for New Courses
85decision
"The implementation of basic education shall be carried out by local governments and managed at different levels"
2001 "Outline" - National, local and school
Level 3 Course Management
national curriculum
Local curriculum (provincial education administrative department, according to local area)
school curriculum
Development and practice of school-based curriculum
"Student-centered" curriculum concept
The democratic concept of “decision-making sharing”
The main body of development is teachers
The cooperative spirit of “all-hands-on-participation”
Principals, research experts, students, parents of students, community members
Supplement to the National Curriculum
learn:
"Development of school-based curriculum", its authority and scope are determined, and the main body of the development It is schools and their teachers, and the scope is beyond the national curriculum and local curriculum.
"School-based curriculum development" focuses on "school-based" , refers to all curriculum development “school-based”.
School-based curriculum development includes “school-based curriculum development” and “Development of school-based curriculum” (pair)
Course resources
The concept of course resources
Curriculum resources are the basis for curriculum construction. They include teaching materials and all kinds of resources that are helpful for students' development in students' families, schools and social lives. Teaching materials are the core and main component of course resources.
Curriculum resources can be divided into narrow sense and broad sense. Curriculum resources in a narrow sense only refer to the direct sources of elements (materiality) that form the curriculum. Curriculum resources in a broad sense refer to various factors that are conducive to achieving curriculum goals, including the direct sources of elements that form the curriculum. (material curriculum resources) and necessary and direct conditions for implementing the curriculum (conditional curriculum resources).
Types of course resources
spatial distribution
On-campus course resources and off-campus course resources
Features
Material course resources and conditional course resources
Material course resources - knowledge, skills, experience, activities and methods, Emotional attitudes, values, and training goals (directly affecting the curriculum)
Conditional curriculum resources - human, material and financial resources, etc. (indirect constraints)
way of existence
Explicit curriculum resources VS rational curriculum resources
Explicit course resources: computers, Internet, Internet (courses) - default online information
visible
Hidden curriculum resources: teacher-student relationship, school spirit
Can't see
Principles and concepts for the development and utilization of curriculum resources
in principle
Sharability principle
economic principle
The development and utilization of curriculum resources should use the least expenditure and energy as much as possible to achieve the goal of optimal effect
effectiveness principle
The development and utilization of curriculum resources must highlight the key points within the scope of possible curriculum resources and fully consider the cost, and select those that are beneficial to students' lifelong development based on different curriculum objectives. Decisive course resources.
principle of adapting measures to local conditions
idea
Curriculum standards and textbooks are basic and special curriculum resources.
Teachers are the most important curriculum resources
Teachers themselves are the primary basic resource for curriculum implementation.
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.
Ways and methods to develop and utilize curriculum resources
teaching (objective subjective)
Teaching overview
The connotation of teaching
Teaching is a bilateral (common/unified/dialectically unified) activity consisting of teachers' teaching and students' learning under certain educational purpose standards to convey and master social experience.
Teaching characteristics
The fundamental purpose of teaching is to cultivate all-round development of people
Teaching consists of two aspects: teaching and learning. Teaching is a joint activity between teachers and students.
Students' cognitive activities are an important part of teaching
Teaching has many forms and is the unity of commonality and diversity.
Expand
Teaching and education, intellectual education, The relationship between classes and self-study
Teaching and education: parts and wholes, both connections and differences
Teaching and intellectual education: cross-relationships, both connections and differences Intellectual education is a part of teaching, and teaching is the main way of intellectual education
Teaching and class: Class is the central part of teaching
Teaching and self-study: cross-relationship, self-study within teaching + self-study outside teaching
Curriculum and teaching: purposes and means, content and form
The significance of teaching work
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 education work must insist on teaching as the main task.
"Teaching first, comprehensive arrangement"
General tasks of teaching (short answer)
General tasks: double basics, moral, intellectual, physical and beauty, personality (recitation)
Guide students to master basic knowledge and skills of science and culture
Develop students’ intelligence, especially their innovative spirit and practical ability
Develop students' physical fitness and improve students' physical and mental health
Cultivate students' noble aesthetic taste and aesthetic ability
Cultivate students with good moral qualities and personality psychological characteristics, and form a scientific world view
Priority/Basic Position: Dual Base
Teaching process
The connotation of the teaching process
elements of the teaching process
There are many elements that make up the teaching process, and people analyze them from different positions and perspectives, forming different viewpoints. For example, the three-element theory (teachers, students, teaching content), the four-element theory (teachers, students, teaching content, teaching methods), and the five-element theory (teachers, students, teaching content, teaching methods, teaching environment)
The nature of the teaching process
Teaching activities, by their very nature, are a (special) cognitive activity
Kailov's point of view
The teaching process is mainly a cognitive process
The main contradiction in the teaching process is the contradiction between students and the knowledge they have learned. In fact, That is to say, the contradiction in students’ cognitive process is the contradiction between the cognitive subject and its object.
The teaching process is a special cognitive process (Level 3 short answer)
Indirectness and generality of knowledge objects (other people’s, known knowledge)
Simplicity and efficiency of the way of understanding (understanding the world through indirect knowledge)
indirectness of teaching process
Teacher’s guiding, guiding and imparting nature (having leadership awareness)
Communicativeness and Practicality of Cognition
The educational and developmental nature of understanding
The teaching process is based on cognitive activities and is a process that promotes students' physical and mental development
Elevate
theory of communication
Teaching is the unity of teachers’ teaching and students’ learning. The essence of this unity is communication. Teachers and students are in an "interactive subject" relationship.
The teaching process is the communication process between teachers and students using the classroom as the main channel
Historical understandings of the teaching process
Confucius: Learn, think, and act/Learn, think, practice, and act
Xunzi: Hearing, Seeing, Knowing and Doing
The Confucian School of Thought and Mencius: Learn extensively, inquire carefully, think carefully, act clearly, and practice diligently; (Book of Rites • Doctrine of the Mean) Learn - Ask - Think - Discriminate - Act
learning process/teaching process
Comenius: Teaching is based on sensory activity
"All knowledge begins with sensory perception"
intuitiveness principle
Herbart: The four-stage theory of "understanding, association, system, and method" marks the formation of the teaching process theory.
Rein evolved into a five-stage teaching method - preparation, prompting, combination, summary and application.
Babanski - teaching process optimization theory (two basic standards: time standard and effect standard)
Question-sea tactics and time tactics violate this principle
Basic rules of the teaching process (short answer example)
The combination of indirect experience and direct experience (the law of indirectness)
We should give priority to indirect experience and supplement it with direct experience.
Focusing on indirect experience is the main feature of teaching activities; a scholar can know the world affairs without going out
Students’ learning from indirect experience should be based on direct experience; Tao Xingzhi: Receiving knowledge (indirect experience from books) is like grafting (direct experience in life) "Principle of Intuition"
Book knowledge is generally expressed as concepts, theorems, principles, etc., which are indirect experiences for students. In order for students to transform this knowledge into their own knowledge, it must be based on personal perceptual experience accumulated in the past or currently acquired.
Connect the learning of book knowledge with practice in real life
When talking about knowledge, perceptual knowledge is connected
Implement the law of unification of direct experience and indirect experience to prevent the two tendencies.
Prevent two tendencies: empiricism and bookishness
short answer
The leading role of teachers and the main role of students are unified (bilateral law)
Give full play to the leading role of teachers
Give full play to students' initiative in participating in teaching/give full play to students' subjective initiative; (teacher-student relationship)
The unified relationship between the leading role of teachers and the main role of students in issuing certificates
To prevent two tendencies (teacher-centered theory-Herbart: student-centered theory-Dewey>
Mastering knowledge and developing intelligence are unified (developmental law) ——Teaching people how to fish is worse than teaching them how to fish
Knowledge is the basis for developing intelligence
Developing intelligence is an important condition for mastering knowledge
The dialectical and unified relationship between mastering knowledge and developing intelligence
Prevent two tendencies: formal education theory and substantive education theory
Theory of Formal Education—Locke and Pestalozzi (the founders of primary school teaching methods), Focus on intelligence/ability/senses/thinking
Substantive education theory—Herbart, Spencer, emphasizing knowledge
The unity of imparting knowledge and ideological and moral education (educational rules/the unity of knowledge, emotion and intention in the teaching process) Teaching and educating people
Knowledge is the basis for the formation of ideological and moral character
The improvement of ideological and moral cultivation provides motivation for students to actively learn knowledge
When implementing the law of unifying the imparting of knowledge and ideological and moral education, There are two tendencies to avoid. (Talent without virtue, virtue without talent)
The relationships that must be handled well in teaching include: [Just understand]
The relationship between indirect experience and direct experience
The relationship between teachers’ leading role and students’ main role
The relationship between knowledge and ability
The relationship between knowledge education and ideological and moral education
The relationship between intellectual factors and non-intellectual factors
Easy to mix: There are four major rules in the teaching process, and five sets of relationships must be handled well during the teaching process.
The structure of the teaching process (short answer) (Basic stage of the teaching process)
Stimulate learning motivation
Interest, curiosity, eagerness to try
Understanding knowledge (central link)
Perceptual teaching materials - teachers should guide students to form clear representations and distinct opinions through perception
Perception, representation, intuitive teaching aids
Understand the teaching materials - understand the teaching materials, form scientific concepts, and make a qualitative leap
Thinking, generalization, induction, analysis
Consolidate knowledge (necessary link)
Apply knowledge (students complete written or oral assignments, experiments, etc.)
Check knowledge (teacher gets feedback via...)
Teaching Principles and Teaching Methods (Short answer discussion case) Concept Requirements Lecture method, conversation method, discussion method, discovery method
Teaching Principles (8)
The concept of teaching principles
Teaching principles (subjective) are basic guidelines for guiding teaching work formulated based on certain teaching purposes and teaching process rules (objective)
Laws guide principles, principles reflect laws
Eight Teaching Principles
The principle of unity of ideological and scientific nature
This principle means that teaching should be guided by Marxism, grant students scientific knowledge, and combine knowledge teaching to educate students in socialist morals, a correct outlook on life, and a scientific world view.
reflects the educational laws
Essence: scientific and teaching, ideological and educational
Example: "Writing conveys the truth"
Requirements for implementing this principle
Teachers must ensure the scientific nature of teaching
Teachers should conduct ideological and moral education based on the characteristics of teaching content
Teachers should provide ideological and moral education to students through all aspects of teaching activities
Teachers must constantly improve their professional abilities and ideological levels
The principle of integrating theory with practice
This principle means that in teaching, teachers should enable students to understand and master knowledge from the combination of theory and practice, guide them to use newly acquired knowledge to solve various practical problems, and cultivate their ability to analyze and solve problems.
Teachers combine reality when teaching knowledge
Apply what you learn: apply what you learn in class and make sentences after talking about the new words Apply what you learn outside of class and participate in social practice
It embodies the teaching rule of unifying direct experience and indirect experience.
example
Apply what you learn
read more, walk more
What you see on paper will eventually become shallow, but you will definitely know that this matter needs to be done in detail
Not hearing is not as good as hearing it, hearing it is not as good as seeing it, seeing it is not as good as knowing it, and knowing it is not as good as doing it. Learn and practice And stop. To practice it is to understand it; to understand it is to be a sage (hearing, seeing, knowing and doing: combining theory with practice, hearing and seeing: intuitiveness)
In the teaching of "Division with decimals", Teacher Wang divided the students' answers into the calculation of 12 steamed buns Write on the blackboard: 12 3=4 (people), 12=2=6 (people), 12≥1=12 (people), 12=0.5=24 (people)
Implement requirements
Pay attention to the teaching of book knowledge and pay attention to the connection with practice in the process of imparting knowledge.
Pay attention to guiding and cultivating students' ability to apply knowledge
Strengthen the practical aspects of teaching and gradually cultivate and form students' ability to comprehensively apply knowledge. Carry out the "third study"; (attendance in class, homework, deepening of practice)
Correctly handle the relationship between knowledge teaching and ability training
Supplement necessary rural scholar teaching materials
Adapt measures to local conditions
intuitiveness principle
meaning
This principle means that in teaching activities, teachers should try their best to make use of students' multiple senses and existing experiences, so that students can obtain vivid representations through various forms of perception, so as to master knowledge more comprehensively and profoundly.
This principle is also determined by the age characteristics of primary and secondary school students.
representative figure
Xunzi: Hearing, Seeing, Knowing and Doing "Not hearing is worse than hearing it; hearing it is worse than seeing it"
Comenius: Look, touch, listen, tap/Teaching is based on sensory activities
Tao Xingzhi: "Receiving knowledge is like grafting" (indirect experience is based on direct experience) Knowledge - indirect experience Branch - direct experience Indirect experience is based on direct experience (human knowledge changes from perceptual to rational knowledge) - the principle of intuition
intuitive type
Intuitive physical objects (physical objects, specimens, internships, experiments, teaching visits)
Intuitive modeling (pictures, charts, models, slides, video tapes)
Bone Model_Simulated Bones Talking about bones, I brought a real bone - a real thing Talking about skeletons, I brought a skeleton model to look exactly like it. 1 Globe simulates the earth one by one (no context to suggest a model) 2. When talking about snowflakes, I tore a piece of paper and used the shredded paper to simulate snow one by one (imitation)
Intuitive language
Requirements for implementing this principle (short answer)
Correct selection of visual aids and teaching methods
Combine presentation of visual aids with language instruction
Pay attention to the intuitive use of language
The implementation of the principle of intuitiveness requires other explanations
Viewpoint 1
Correctly choose visual teaching aids and modern teaching methods
Intuition should be combined with explanation
Prevent intuitive inappropriateness and abuse
Pay attention to the intuitive use of language (figurative language, using language to make metaphors)
Viewpoint 2
Appropriate choice of intuitive means
Intuition is a means rather than an end
To improve students’ understanding on an intuitive basis
heuristic principle
concept
In teaching activities, teachers should mobilize students' initiative and enthusiasm, guide them to learn vividly through independent thinking and active exploration, consciously master scientific knowledge, and improve their ability to analyze and solve problems. (mobilize thinking)
The heuristic principle is put forward on the basis of absorbing the heritage of Chinese and foreign education. It is a reflection of the law of the unity of the teacher's leading role and the student's main role in teaching. (bilateral law)
representative figure
Confucius——If you are not angry, you will not be enlightened; if you are not angry, you will not be angry.
Socrates - midwifery
"Xue Ji" - The teaching of a gentleman is a metaphor for the earth. The Tao is unimpedable, strong but uninhibited, open yet unreachable.
Distohui - A bad teacher teaches the truth, a good teacher teaches people to discover the truth
Zhu Xi: Those who have no doubts in reading must learn to have doubts; those who have doubts must have no doubts. Only then can they make progress and
Mencius: A gentleman leads without making a move, leaps like a bird, stands in the middle, and those who are able follow it. Guide students not to tell the answer
Zhang Zai: If you teach someone but don’t accept it, it’s useless to force them to tell you.
Distohui: The art of teaching lies not in imparting skills, but in being good at motivating, awakening and inspiring
Requirements (short answers, cases)
Strengthen the purposeful education of learning and mobilize students’ initiative in learning (primary issues, essence)
Set up problem situations (the key to heuristic teaching) to inspire students to think independently, 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
Promote teaching democracy (allow students to ask questions)
The principle of step-by-step (systematic principle)
concept
It means that teachers should teach strictly in accordance with the internal logic of scientific knowledge and the cognitive development rules of students, so that students can master systematic scientific and cultural knowledge and fully develop their abilities.
representative figure
"Xue Ji": Learn without waiting, and practice without restraint If you add miscellaneous things but don’t make grandchildren, you will be in a mess without repairing.
Confucius - Haste makes waste
Mencius - Yingke and lag behind
Xunzi - If you don’t accumulate steps, you won’t be able to reach a thousand miles; if you don’t accumulate small streams, you won’t be able to reach a river or a sea.
Zhu Xi - step by step, read carefully and think carefully (the first to propose step by step)
Require
Teachers’ teaching must be systematic
Grasp the main contradictions and resolve the key points and difficulties
Teachers should guide students to systematize and systematize knowledge
According to the order of students' understanding, teaching is carried out from shallow to deep, from easy to difficult, from simple to complex.
the principle of consolidability
Confucius: "Learn and practice from time to time" "Review the old and learn the new"
Comenius: Failure to pay attention to repetition is like pouring water on a sieve
Ushinsky: "Review is the mother of learning"
Going through it a thousand times with your eyes is not as good as going through it once with your hands
Principle of teaching students in accordance with their aptitude
meaning
It means that when teaching, teachers should start from the unified requirements of curriculum plans and subject curriculum standards, face all students, and at the same time, carry out differentiated teaching in a targeted manner based on the individual differences of students, so that each student can achieve the goal. All students can use their strengths and avoid weaknesses to achieve optimal development. (common personality)
Ancient Chinese
Hearing this and doing all the things - "If you seek, you will retreat, so go forward; if you seek, you will accept others, so retreat."
"The sages (Confucius) teach according to their talents. The small ones will achieve small achievements, the great ones will achieve great achievements.
The first person to propose the idea of teaching students in accordance with their aptitude - Confucius Zhu Xi was the first to propose the term "teaching students in accordance with their aptitude"
Chai is foolish, Shen is Lu, Shi is Pi, You are 喭 (yan) Translation: Gao Chai is stupid, Zeng Shen is dull, Sun Shi is extreme, Zhong You is reckless
There are five sons in the west neighbor, one is simple, one is smart, one is educated, one is stooped, and one is lame.
Require
Adhere to the unified requirements of curriculum plans and subject curriculum standards
Teachers must understand students and teach based on reality
Teachers should be good at discovering each student’s interests and hobbies, and creating conditions to Try to maximize the different talents of each student
principle of quantification
concept
Also known as the principle of acceptability and the principle of development, it means that the content, methods, weight and pace of teaching must be suitable for students' physical and mental development so that they can accept it, but it must be difficult (reflecting the zone of proximal development) and require They are mastered through hard work to promote the physical and mental development of students
figure
Mozi: A wise man must do what he can and do what he can.
Learning Notes - Say something but don’t say it, although it’s okay to give it up
Mozi taught one by one the deepest and the shallowest (ability), benefiting others and respecting them (measurement of ability).
Confucius - Deepen the deep, shallow the shallow (people), benefit them, respect them (teach people according to their aptitude)
Confucius 11. If you are above the middle person, you can speak well; if you are below the middle person, you cannot speak well (the first choice is to apply according to aptitude) Teach, then measure your ability]
Wang Shouren - Follow people's limitations (measure your ability)
Teaching methods (4)
The concept of teaching methods
Teaching methods refer to the joint activities adopted by teachers and students in order to complete teaching tasks and achieve teaching goals. It is a method for teachers to guide students to master knowledge and skills and obtain physical and mental development. It includes methods for teachers to teach and methods for students to learn.
Two opposing teaching methods guiding ideology
Injection: Treat students as simply containers for receiving knowledge (essence)
Heuristics: Promote students to learn proactively
Note: Teaching ideas are not equal to teaching methods
There is no good or bad teaching method in itself, the key depends on what ideas are used to guide it.
Commonly used teaching methods (all question types)
Mainly language transmission - oral
Teaching method
The most widely used teaching method in the world
It refers to the teaching method in which teachers use oral language to systematically and coherently impart knowledge and skills to students and develop students' intelligence. Teacher talks, students listen
speak teach Law of point kind
Viewpoint 1: Rule of Thirds
read, tell, explain
Viewpoint 2: Four-point rule
Lecture and reading
Talk while reading, talk together
Tell
Describe, introduce, narrate/focus on the story/appearance
Three stages: introduction, elaboration, summary
explain
Explain, explain, analyze, demonstrate/focus on reasoning/thinking skills
lecture (lecture)
Narrative Argument = Scientific Conclusion
Viewpoint 3: Reading and quitting smoking Commentary
Advantages and Disadvantages (any words are reasonable)
Advantages (Teacher)
teacher-led
Acquire system knowledge efficiently in a short time
Combining knowledge with moral education
Disadvantages (student)
Not conducive to student initiative and motivation
Not conducive to teaching students in accordance with their aptitude
Filling the room with people
Basic requirements for remote teaching method (short answer)
To organize students to attend lectures
The teaching content must be scientific, systematic and ideological (the primary condition to ensure the quality of teaching>
Teaching should pay attention to teaching strategies and methods (enlightenment)
Don’t “see everything at a glance”
Teachers should strive to improve language expression level and pay attention to language arts
To be used in conjunction with other teaching methods
Conversation method (question-and-answer method)
Teachers speak, students speak
Teachers ask questions for students to answer according to certain teaching requirements, and guide students to think and explore, acquire or consolidate knowledge, and promote students’ intellectual development through questions and answers and dialogues.
Generally used more in lower grades
Basic requirements for using the conversation method (case)
before talking
Teachers make plans
in conversation
Teachers must be good at asking questions (the key to good conversation skills), and the questions they ask must be clear, specific, difficult and appropriate, inspiring, and open to all, etc.
in conversation
Teachers should face all students, leave room for students to think, and make the best use of the situation so that students can acquire new knowledge step by step.
After the conversation
Teachers should summarize
discussion method
Students speak, teachers guide
A method in which the whole class or group members, under the guidance of the teacher, express their views and opinions around a central issue, thereby learning from each other (group cooperation, discussion)
Generally used more by senior students
Basic requirements for using discussion method (case)
before discussion
Teachers should propose attractive discussion topics and clarify specific requirements for discussion, Guide students in collecting relevant information
during discussion
Teachers should be good at guiding students to focus on the center and connect it with reality, Express opinions freely and give every student a chance to speak
After the discussion
The teacher should summarize and ask questions that require further thinking
reading guide method
A method for teachers to guide students to acquire knowledge, consolidate knowledge, and cultivate students' self-study abilities by reading textbooks and other reference books.
Including reading textbooks and reading extracurricular books
Mainly intuitive perception - eyes
demonstration method
Refers to the teacher’s demonstration of physical objects, teaching aids and demonstration experiments (teachers do experiments and students watch) A teaching method to explain and confirm a certain thing or phenomenon so that students can master new knowledge
The demonstration method embodies the teaching principles of intuitiveness and integrating theory with practice.
Visiting method (on-site teaching)
Teachers organize students to conduct field trips and research according to teaching purposes and requirements , a teaching method that enables students to acquire new knowledge and consolidate and verify old knowledge.
Visiting method is divided into
Preparatory visit
before teaching
Parallelism visit
Teaching
Summary visit
After teaching
Focus on practical training - hands
Practice method
Methods commonly used in teaching various subjects in primary and secondary schools
It refers to the basic teaching method in which students consolidate knowledge and develop various skills and techniques under the guidance of teachers. (double base>
Internship method
Teachers guide students to apply the knowledge they have learned to carry out practical operations in class or outside class according to the subject curriculum standards. , a teaching method that applies knowledge to practice.
Measurement exercises in math class, plant cultivation and animal breeding in biology class
Experimental Method
It is a teaching method in which teachers guide students to use certain instruments and equipment to perform independent operations, causing changes in certain things and phenomena, so that students can gain direct experience and develop students' skills and techniques.
Commonly used in teaching natural subjects such as physics, chemistry, biology, etc.
Demonstration method - teachers do experiments and students watch
Experimental method - students do experiments, teachers watch
practical activity method
Let students participate in social practice activities
Focus on guiding inquiry - brain
discovery method
The discovery method is often called discovery learning or problem teaching method (research method, exploration method, inquiry method), It is to allow students to proactively discover problems by themselves through independent work, A teaching method that solves problems and masters principles. It is advocated by American psychologist Bruner. Disadvantages: time consuming
General steps of discovery method (case)
Create a problem situation so that students can have conflicts in this situation and put forward problems that require or must be solved
Encourage students to use certain materials provided by teachers and questions raised to formulate hypotheses for solutions
Test your hypotheses theoretically and practically
Draw conclusions based on careful evaluation based on certain materials or results obtained from experiments.
Situation, problem - hypothesis - test hypothesis - draw conclusion
Dewey: Difficulty (situation) - Problem - Hypothesis - Verification - Conclusion* (can be written as Dewey)
Mainly emotional cultivation - the heart
Appreciative teaching method
Refers to a teaching method that guides students to experience the truth, goodness and beauty of objective things during the teaching process.
situational teaching method
Refers to the teacher’s purposeful introduction or creation of words with a certain emotional color during the teaching process. Vivid and specific scenes to arouse students' certain emotional experience, thereby helping students understand the teaching materials , and a teaching method that enables students to develop their psychological functions. Artistic conception, immersiveness, intoxication, unconsciousness (emotional experience)
Selection and application of teaching methods (short answer)
Teaching purposes and task requirements
Course nature and characteristics
The key points and difficulties of each lesson
Student age characteristics
Teaching time, equipment, conditions
Teachers’ professional level, practical experience and personality characteristics
In addition...teaching methods and teaching environment
Teaching organization form and basic links of teaching work
Teaching organization form Advantages and disadvantages of class teaching system (short answer)
The concept of teaching organization form
The form of teaching organization refers to the social combination method (combination method) used by teachers and students in teaching activities to achieve teaching goals.
In the history of teaching, teaching organizational forms with great influence have appeared successively, such as individual teaching system, class teaching system, divided teaching system, etc. Group teaching and Dalton system, etc. Among them, the individual teaching system was the main teaching form in ancient schools.
The basic organizational form of modern teaching-class teaching system
The concept of class teaching system
The main form of classroom teaching is the class teaching system. It divides students into fixed groups according to age and education level Class size, an organizational form in which teachers teach according to lesson plans and prescribed timetables.
The emergence and development of class teaching system
In 1632, the Czech educator Comenius published The Great Teaching Theory, which was the first to theoretically explain the class teaching system and laid the theoretical foundation for the class teaching system.
In our country, the first institution to adopt the class teaching system was the Jingshi Tongwen School opened in Beijing in 1862 by the Qing government. (Translation diplomacy, translation talents) It was established in the form of decree in the Guimao academic system (generally adopted), and subsequently promoted nationwide.
The basic characteristics of the class teaching system: class, lesson, time
Advantages and disadvantages of class teaching system (short answer) Just make sense
Auxiliary forms of modern teaching—individual teaching and on-site teaching
Auxiliary forms of modern teaching—individual teaching and on-site teaching
Individual teaching is a teaching organization form in which teachers provide individual tutoring according to the situations of different students. It is an auxiliary form of class teaching system. Conducive to teaching students in accordance with their aptitude
On-site teaching refers to a method in which teachers bring students to the scene where things happen and develop to conduct teaching activities.
Special organizational form of modern teaching—duplex teaching
It is to put two or more students of different grades in one classroom, with one teacher teaching different students. . A special organizational form that uses the same teaching materials to teach students of different grades in one class.
Teachers’ teaching and students’ self-study or homework are interleaved/conducted simultaneously
Applicable to: rural and remote areas with few students, few teachers, poor school buildings and teaching equipment
Duplex teaching maintains all the essential features of the class teaching system. If organized well, students’ basic training and self-learning abilities tend to be stronger
Other teaching organization forms
Group teaching (age, ability/achievement) Outside 1 Inside 2
External Group 1—Ability/Achievements
Internal grouping - age first, then ability/achievement
dalton system
The Dalton system is a new teaching organization form created by American educator Burke Hurst. When using this method, the teacher no longer teaches, but only assigns self-study reference books and assigns homework for students. After students study by themselves and complete the homework independently, they report their learning status to the teacher and accept examinations. (Teachers prepare reference books, students study on their own, and sign contracts, contracts, contracts, Two basic principles: freedom and cooperation [time budget])
Trump system (large and small, particularly flexible)
Flexible course schedule - break the fixed class time and adopt flexible class time
Combining large class teaching, small class research, and individual teaching
Large class lectures account for 40%, small class discussions account for 20%, and individual independent research accounts for 40%
Design teaching method/unit teaching method
The American educator Kerberk is known as the "father of design teaching method." Design teaching method advocates the abolition of class teaching system and textbooks, breaking the traditional subject boundaries. Teachers do not directly teach students knowledge and skills, but guide students to form comprehensive courses centered on life issues based on their existing knowledge and interests. unit of study. Students acquire relevant knowledge and abilities through unit activities that they design and are responsible for. (Kerberkur’s ideas originated from Dewey, and students design and study by themselves)
Bell-Lanka Special
Also known as the guidance system - old students lead new students
What has played an important role in promoting the implementation of class teaching is the 6-tutor system.”
Tao Xingzhi's primary school student system (passing on knowledge as soon as he knows it) is similar to the concept of the tutor system
flipped classroom
Flipped classroom originated in the United States
The so-called flipped classroom means that in an information-based environment, course teachers provide learning resources in the form of teaching videos as the main form. Students watch and study teaching videos and other learning resources before class. Teachers and students complete assignments, answer questions, and answer questions together in class. A new form of teaching organization for collaborative inquiry and interactive communication activities. (Students' self-study micro-video before class, interactive discussion and discussion during class)
Flipped classroom realigns time inside and outside the classroom and transfers the decision-making power of learning from teachers to students. Students complete knowledge learning at home, and the classroom becomes a place for interaction between teachers and students, and between students, including answering questions Solve doubts, apply knowledge, etc., so as to achieve better educational results.
Micro Lesson
Micro-lectures refer to the use of videos as the main carrier in accordance with the new curriculum standards and teaching practice requirements to record the wonderful teaching and learning carried out by teachers around a certain knowledge point (key point: difficult point) or teaching link during the education and teaching process inside and outside the classroom. the whole process of the activity.
MOOC
MOOC stands for Massive Open Online Course
Massive open online courses
"The greatest innovation in education since the invention of printing"
microteaching
Target a small number of students and in a short period of time (5-20 minutes) Try to conduct small classroom teaching, record the teaching process, and analyze it after class.
Serve teachers to improve teaching skills
Wennate card system (Huaxupeng)
Teaching is divided into two parts: one is subject matter (self-study), and the other is cultivating “social awareness” (activities)
Gray system (two-part system)—students swap mornings and afternoons
That is to say, the students in the school are divided into two parts. One part of the students attends classes in the morning, while the other part of the students are active in stadiums, libraries, factories, shops and other places. In the afternoon, the places are swapped with each other, so that teaching resources can be effectively used.
Small group teaching (collaborative teaching)
Teaching with multiple teachers
shift system
In the form of "walking classes", (students) "flow" to the classes they need to study. The teaching organization form of class system provides a practical platform for teaching students in accordance with their aptitude and personalized training.
Key points in changing the current teaching organization form (just understand it)
Appropriately reduce class sizes and rationalize teaching units
Improve the class teaching system and realize the comprehensive application of various teaching organization forms
Diverse seating arrangements enhance communication and interaction in classroom teaching
Traditional seating arrangement - Yangtian shape (mostly used in primary and secondary schools in my country, suitable for group teaching)
No more than 25 people: horseshoe, round
25 or more people: double rectangle, concentric circle and double horseshoe shape
Group discussion or individual study: modularity
Explore individualized instruction
Basic aspects of teaching work Attend class and assign homework (recitation)
Prepare lessons
Lesson preparation is the starting point for teachers’ teaching and is the key to teaching good lessons. Prerequisites for teaching well. Preparing lessons well is the prerequisite for teaching good lessons.
Lesson preparation content
Three preparations (three aspects of work)
Prepare teaching materials, prepare students, and prepare teaching methods
Studying the teaching materials is the core part of preparing and delivering good classes.
Studying textbooks includes studying subject curriculum standards, studying textbooks and reading relevant reference materials.
There is an in-depth process for teachers to master teaching materials, which generally goes through three stages: understanding, thoroughness and transformation.
Three writes (three plans)
School year (semester teaching plan), topic (unit) plan, lesson plan (lesson plan)
Teaching process/teaching process is the main part/basic part/core of the lesson plan
Attend class
Class attendance is the central link of the entire teaching work. It is the most direct reflection of teachers’ teaching and students’ learning. is the key to improving the quality of teaching
Type of lesson
Teaching tasks
Reinforcement classes, new classes, skills classes, inspection classes
Number of types of tasks completed
Single course VS comprehensive course
teaching method
Experimental classes, review classes, practice classes, demonstration classes, lecture classes
Lesson structure
Organize teaching, check and review, teach new teaching materials, consolidate new teaching materials, and assign homework
Teaching new textbooks is an important part of the comprehensive course and is also the central link
Organizing teaching runs through every link in the teaching process
How to give a good class (short answer) (No matter which one you ask and answer together) Just make sense
Criteria for a good lesson (short answer)
To keep students focused
To make students think actively
To make students actively participate in the classroom
To ensure that individual students are taken care of
Basic requirements for taking a good class (short answer)
Clear teaching goals
Teaching content is accurate
Reasonable teaching structure
Tight organization, compact process, warm atmosphere, etc.
Appropriate teaching methods
Pay attention to the art of teaching
Blackboard writing in order
Give full play to students’ subjectivity (the most fundamental requirement)
Homework assignments and feedback (short answer)
The assignment content meets the requirements of the course standards
Consider the ability needs of different students
Appropriate weight, moderate difficulty
Various forms of assignments with multiple options
The requirements are clear and the time for completion of the work is specified.
Clear and timely feedback on homework assignments
Assignments should be of typical significance and be able to draw inferences from one example
Assignments should help stimulate students’ thinking
Try to integrate it with practical problems in modern production and social life, and strive to integrate theory with practice
Fill in the blanks: Assigning homework is a continuation, extension, and continuation of class
Tutoring
Extracurricular tutoring is a necessary supplement to class
Examination and evaluation of academic performance
Daily examination
Oral questions, written tests, unit tests
take an exam
Teaching Evaluation
The connotation of teaching evaluation
It refers to making value judgments on teaching activities and their results based on teaching objectives and through certain standards and means.
Teaching evaluation is a value judgment
Its purpose is to make decisions about curriculum, teaching methods and student training programs
Teaching evaluation mainly includes the evaluation of students’ learning results and the evaluation of teachers’ teaching work. It can also be divided into student academic evaluation, classroom teaching evaluation and teacher evaluation.
The function of teaching evaluation (short answer)
Diagnose teaching problems
Provide feedback
Regulate teaching direction
Test teaching effect
Basic types of teaching evaluation
The role of educational evaluation
Criteria used for evaluation
Internal and external evaluation
Formal and informal evaluations
Qualitative and quantitative evaluation
modern education evaluation
The concept of modern educational evaluation
The basic concepts advocated by the new curriculum teaching evaluation: paying attention to student development, emphasizing teacher growth and attaching importance to teaching based on academic theory (determination)
The concepts of modern educational evaluation are developmental evaluation (preferred) and motivational evaluation
The fundamental purpose of evaluation is to promote the development of the evaluation object
Teaching mode
The concept of teaching model
Common teaching models
foreign
Inquiry-based teaching (questions, thinking) Asking questions and pushing back on Mr. Yan Basic procedures: Question - Hypothesis - Reasoning - Verification - Summary and improvement
Anchored teaching (situation) creates a situation, sets a problem, followed by two learning and one evaluation Create a situation-Determine the problem-Independent learning-Collaborative learning-Effectiveness evaluation
Example teaching model (Wagenschein) One policy, one type of case, one rule, one training Three basic characteristics: basic (teaching content), basic (students), and paradigm (teaching activities)
our country
Transmission-reception: Aiming at imparting systematic knowledge and cultivating basic skills
Double base, traditionally commonly used in our country
Question 1: Inquiry (Guidance-Discovery) Problem solving and creative thinking generally apply to mathematics and physics subjects
Demonstration and imitation: one of the most basic teaching modes in teaching, mostly used to train skills (behavioral skills) Oldest Orientation, demonstration, participatory practice, independent practice, transfer
Goal-guided
Situation-Cultivation
Generally applicable to humanities subjects
classroom teaching skills
Classroom import type
Direct import - this is the simplest and most commonly used import method
Review the past introduction (review introduction)
Intuitive import
This introduction method is to guide students to observe physical objects, samples, specimens, models, charts, slides, TV films, etc. before teaching new topics to arouse students' interest, and then ask questions from the observations to create a situation for researching the problem. In order to solve the doubts generated in intuitive perception, students have a strong desire to learn new knowledge.
Doubtful import
Question import is also called question import. Using questions to generate doubts and stimulate thinking is a commonly used introduction method by teachers. When using doubt-provoking introduction, you must: (1) Set up doubts skillfully; (2) Use doubts to stimulate thinking, and be good at asking questions and guiding. question doubt thinking
Suspense introduction
Suspense introduction refers to the introduction method in which teachers set up suspense in the teaching introduction process to arouse and stimulate students' strong interest in the knowledge to be learned. The introduction of suspense is the best opportunity to use the first few minutes of class to attract students' attention by setting up doubts and creating suspense, and introduce the problem into the new lesson. Suspense is generally unexpected, or displays contradictions, or confuses people. It often causes students' psychological anxiety, desire and excitement. They just want to break the casserole and find out the truth as soon as possible. This kind of mentality is exactly what teaching needs. The "angry" and "angry" state.
Instance import
It is an introduction method in which teachers select examples from students’ real life that are closely related to the teaching content, thereby bringing students into the learning situation and eliciting learning content.
Experience import
Taking students' original life experiences as the starting point, teachers use vivid and contagious explanations, conversations or questions to arouse memories, thereby guiding students to discover how to introduce problems.
Poetry import
Poetry introduction is a way for teachers to use appropriate poetry materials (such as poems, stories, allusions, idioms, couplets, jokes, catchphrases, riddles, etc.) to introduce new content. Teachers who use this introduction method should pay attention to The selected poetry materials should be closely related to the content of the new lesson.
Situation import
Situational introduction refers to an introduction method in which teachers use passionate readings, speeches, or create interesting learning situations through music, animation, videos, etc., to infect students, arouse students' rich imagination and associations, and make them involuntarily enter the learning situation.
Import of review questions
The introduction of topic review refers to a method in which teachers write topics or titles on the blackboard at the beginning of a new lesson, start by exploring the meaning of the topic, and guide students to analyze the topic and introduce the new lesson. The key to using review questions to introduce new lessons is that teachers should carefully design a series of questions around the title or topic, and stimulate students' thinking through rhetorical questions, posing questions, etc., so as to guide the lesson.
How to end the course
Natural ending
Summary and conclusion
This closing method is usually done by the teacher, but it can also be done by the students, but the teacher must make necessary supplements and explanations. This is the most common way to end classes in primary and secondary schools.
Comparative ending
Comparative teaching refers to a way for teachers to guide students to end classroom teaching by analyzing, comparing, discussing, etc. the teaching content.
Exercise-style ending
After the new class is over, some oral or written assignments can be carefully designed according to the actual teaching as a summary of the class.
Game-style ending
The end of the class should be as lively and lively as possible, especially in the lower grades. Games and entertainment can sometimes be designed.
Ending the lesson in a problem-solving style (response from beginning to end)
At the end of the classroom teaching, we respond to the questions raised at the beginning, return the ending to the original meaning of the question, and further deepen and emphasize it, so as to give students a clear and clear answer, and replace the "question marks" in the initial stage. ” as the “full stop” that ends the stage.
Suspense ending
The suspense style means that teachers skillfully set up suspense to make students reach the point of "If you want to know what the situation is, please listen to the breakdown next time", thereby leading to the explanation of the next question and inducing students' strong desire to learn. (Echoes the previous two lessons)
Motivational course ending
Teachers end classes with passion and place high hopes on students with meaningful words, which can often touch students' hearts and leave an unforgettable impression on them. Let the content of the text be connected with students' reality and future, and stimulate students' understanding of the future and pursuit of ideals.
Extended course conclusion
After some classes are finished, it should not be the end of students' learning. Instead, the end of the class should be used as a link between inside and outside the class, guiding students to extend and expand outside the class and open up a "second classroom." (Integrated inside and outside the classroom)
Humorous ending
Some humorous lessons come from careful design, while others come from witty and flexible responses. For example, a geography teacher was explaining a map. Unexpectedly, it was not nailed firmly and it fell down with a "snap". At this time, the bell rang for the end of get out of class, and the teacher lost no time in humoring himself: "It seems that the flip chart wants to take a rest, get out of class is over." With crisp words and humor, the teacher and students completed the class with a knowing smile. teaching.
moral education (objective subjective)
Overview of Moral Education
The concept and nature of moral education
Broad moral education: family moral education, school moral education, social moral education, community moral education
Moral education in a narrow sense: school moral education, that is, educators’ activities to purposefully cultivate the moral character of educated people.
Moral education is ideological and moral education
The nature of moral education (social nature [moral education and human society coexist], historical nature, class nature, nationality, inheritance)
The function of moral education
social function
Political functions, economic functions, cultural functions, etc. that have an impact on social politics, economy, culture, etc.
individual sexual function
individual survival function
Comply with ethics
individual development function
form moral character
Individual enjoyment function
spiritual satisfaction
highest level Help others and give them roses that will leave a lingering fragrance
educational function
Teaching without education, education without teaching
Herbart: Teaching is always educational
moral education goals
Moral education goals are the overall specifications that educational goals should achieve in terms of the ideological and moral character of the educated. That is, the quality standards of the expected goals or results that moral education activities are to achieve. The goal of moral education is the starting point of moral education work
The basis for establishing moral education goals: country, nation, society, people
National Educational Objectives and Educational Policies
Democratic culture and moral tradition
The needs of the times and social development
The rules and psychological characteristics of the formation and development of adolescents’ ideological and moral character
Moral education content
Selection basis
Goals, educated people, characteristics of the times/ideological realities, cultural traditions
Contents of moral education in schools in my country
Political education: country, nation, class (patriotic education)
The eternal theme of moral education: patriotism
Ideological education (three views, ideal education, etc.)
Moral education (daily behavioral norms): respecting the elderly and caring for the young, being honest and trustworthy, etc.
Key points of moral education in primary schools
legal education
Mental health education: study guidance, life guidance, career guidance
Key points of moral education in primary and secondary schools in my country
Basic moral and behavioral education
Education of citizen moral and political qualities
Basic education on world outlook, outlook on life and ideals
Several definitions of modern moral education concepts
cognitive school
virtue is knowledge
behaviorist
Participate in social practice
Emotional school
human impulse
New themes for the development of moral education in the new era
Three-life education: life education, survival education, optimistic life education
safe education
Further education and employment education
moral education process
The connotation of the moral education process
The concept and essence of moral education process
informed intention
Moral awareness, moral emotion, moral will and moral behavior
Individual socialization (commonality) and social norm individualization (personality)
Moral education process (external factors) and character formation (internal factors): education and development
The process of moral education is the formation of moral character (wrong) The process of moral education is the education process of ideological and moral character (right)
The structure of the moral education process
Educators, educated people, moral education content, moral education methods
Basic contradictions in the moral education process
(Proposed by educators/proposed by society) The contradiction between the requirements of moral education and the existing moral level of the educated
Basic laws of the moral education process (short answer discussion)
The process of moral education is the process of cultivating and improving students' knowledge, emotion, intention and behavior.
Knowledge: Moral Understanding (Basic and Core)
Emotion: moral emotion (internal motivation catalyst)
Meaning: moral will (spiritual strength) I can't help it. Three armies can seize the commander, but an ordinary man cannot seize the will.
Line: moral behavior (important symbol, key)
The process of moral education is multi-faceted
The process of moral education generally begins with knowledge and ends with behavior. However, in the specific implementation process of moral education, there are many beginnings
The moral education process is a development process that promotes internal contradictions and struggles in students’ minds. It is a process that combines education and self-education
Students' self-education ability is an internal factor on which students' moral character is formed. It is also a major symbol/important standard for students’ moral development.
The process of moral education is to organize students’ activities and interactions, unify multiple parties The process of the impact of face-to-face education
Organizing activities and interactions are the basis of the moral education process
Activities and interactions are the foundation and source for the formation and development of students’ ideological and moral character.
5 2=0
The process of moral education is a long-term, repeated, and gradual improvement process
Long-term - The cultivation and improvement of knowledge, emotion, intention and behavior require long-term training and accumulation.
Repeat - persevere, "catch and repeat", "catch again and again"
moral education principles
The concept of moral education principles
The principles of moral education are the basic requirements for guiding moral education work based on the purpose of education, the goals of moral education, and the laws of the process of moral education.
Principles of moral education are not equal to laws of moral education
Laws guide principles, principles reflect laws
The main principles of moral education in primary and secondary schools in my country (short answer case)
guiding principles
basic meaning
The guiding principle means that moral education must have a certain ideality and direction to guide students to develop in the right direction. In our country, moral education work must give top priority to the political direction of the proletariat, and the moral education requirements for students must be linked to the goal of communism.
Students are highly malleable, lack social experience and identification skills, and are easily influenced by the outside world.
through requirements
adhere to the correct political direction
The goals of moral education must conform to the requirements of the policies and general tasks of the new era.
It is necessary to combine the ideality and reality of moral education
guiding principle
basic meaning
The principle of guidance means that when conducting moral education, we must be kind and convincing, start from improving students' awareness, mobilize students' initiative, and make them positive. The principle of guidance is also the principle of good guidance. Confucius, the ancient Chinese educator, was very good at inducing his students
"Master is always good at seducing me. He persuades me with words and invites me with courtesy. I can't stop."
The first choice is guidance, positive education, discipline and strict requirements.
The requirements for implementing this principle
Explain the truth and clear the mind
Counterexamples: blocking and suppressing students, violating guidance
Take advantage of the situation and follow the guidance
Dayu controlled floods: taking advantage of the situation
Focus on praising and motivating, and insist on positive education
Principle of teaching students in accordance with their aptitude (Based on student reality)
basic meaning
The principle of teaching students in accordance with their aptitude means that in the process of moral education, educators should adopt different methods and measures based on students' age characteristics, personality differences and moral development status to strengthen the pertinence and effectiveness of moral education.
Confucius: "Look at what it is, observe where it comes from, and observe where it is settled."
It is both a teaching principle and a moral education principle.
The requirements for implementing this principle (Learn about the individual differences)
Understand students objectively, comprehensively and deeply from a developmental perspective, Correctly understand and evaluate the ideological characteristics of contemporary young students
According to the characteristics of students of different ages, different contents and methods are selected for education, Prevent generalization, adultization, and stereotypes
Pay attention to the individual differences of students and teach students in accordance with their aptitude
The principle of unity of knowledge and action
Basic connotation
Similar to educational principles: connecting theory with practice
The principle of unity of knowledge and action means that when educating students, educators should not only pay attention to systematic ideological and moral theoretical education for students, but also organize students to participate in practical exercises, combine awareness raising and behavior development, so that students can achieve what they say and do. consistent.
Practice hard and be close to benevolence
A gentleman is slow in words but quick in deeds
The requirements for implementing this principle
Strengthen theoretical education and improve students’ ideological and moral understanding
Organize and guide students to participate in social practice, deepen their understanding through practical activities, Enhance emotional experience and develop good behavioral habits
The evaluation and requirements of students must adhere to the principle of unity of knowledge and action
Educators must set an example, be strict with themselves, and be consistent in their words and deeds
The principle of combining collective education and individual education
basic meaning
In the process of moral education, educators must be good at organizing and educating students to love the collective and rely on the collective to educate each student; at the same time, through the education of individual students, they can promote the formation and development of the collective, thus organically combining collective education and individual education. stand up. (Theme class meeting is held, and a certain student represents the class to participate in the competition)
Makarenko’s “Principle of Parallel Education”
The requirements for implementing this principle
Establish a sound student collective
Carry out a variety of collective activities to give full play to the educational role of the student collective
Strengthen individual education, influence the collective through individual education, and enhance the vitality and vitality of the collective
The principle of combining respect and trust in students with strict requirements on students
basic meaning
In the process of moral education, educators must not only respect and trust students, but also put forward strict requirements for students, organically combine strictness with love, and promote the educator's reasonable requirements to be transformed into students' conscious actions. (Counter example: sarcasm and sarcasm of students)
Kindness and kindness
Makarenko: "You must demand as much from a person as possible, and you must respect a person as much as possible."
Teacher expectation effect/Rosenthal effect/Pygmalion effect (teachers believe in students)
The requirements for implementing this principle
Educators must have a strong sense of professionalism, responsibility, and an attitude of respecting and loving students
Educators should set strict requirements for students and carefully manage them according to educational purposes and moral education goals.
Educators should start from the age characteristics and moral development status of students, Make moderate demands and implement them unswervingly
The principle of combining positive education and discipline
basic meaning
Moral education work requires positive guidance, persuasive education, inspiring self-consciousness, and mobilizing students' inner motivation to receive education. It must be supplemented by necessary discipline and restraint, and the two must be organically combined. Young students lack certain behavioral self-control abilities, which determines that while providing positive guidance, necessary discipline must be imposed. (Class rules, team rules, and school rules appear in the question)
The requirements for implementing this principle
Adhere to the principle of positive education and educate and guide students with methods based on objective facts, advanced examples, and praise and encouragement.
Persist in presenting facts, reasoning, convincing people with reason, and inspiring self-consciousness
Establish and improve school rules and regulations and collective organization conventions and codes, and strictly manage and implement them conscientiously.
The principle of relying on positive factors and overcoming negative factors (Principle of long-term kindness and saving the lost)
basic meaning
In the work of moral education, educators must be good at relying on and carrying forward the positive factors of students themselves, mobilizing students' enthusiasm for self-education, and overcoming negative factors, so as to achieve the purpose of doing good and saving losses.
In the case, if there is good practice to save someone in trouble, then teach students in accordance with their aptitude. Choose the best one based on the context.
Teaching students in accordance with their aptitude - emphasizing the characteristics of each student and focusing on pertinence
Cultivate good and save the lost - emphasize the comparison of advantages and disadvantages, focusing on transformation Sentence pattern: (disadvantages) but (advantages)
The requirements for implementing this principle
Educators should use a bifurcated perspective (dialectical view of students) to comprehensively analyze and objectively evaluate students' strengths and weaknesses.
Educators must consciously create conditions to transform negative factors in students' minds into positive factors
Educators should improve students’ abilities of self-understanding and self-evaluation, Inspire them to think consciously, overcome shortcomings and carry forward their strengths
The principles of consistency and coherence in educational impact
basic meaning
In moral education work, educators should take the initiative to coordinate multiple educational forces (different teachers, home-school integration, three-in-one education), unify understanding and pace, and educate in a planned, systematic, and coherent manner (previous and current performance) Students, give full play to the overall function of education and cultivate students' ideological and moral character.
The story of a swan, a barracuda and a shrimp pulling a cart
5 2=0
The requirements for implementing this principle
Give full play to the role of the teacher collective and unify the various educational forces within the school, Make it an optimized group with division of labor and cooperation
Strive for the cooperation of parents and society, proactively coordinate the relationship with family and social education, Gradually form a "Trinity" moral education network centered on the school
Maintain the regularity and institutionalization of moral education work, handle street pick-up work well, and ensure the continuity and impact on students. Systematic, so that students' ideological and moral character can be developed step by step and continuously.
Approaches, methods and models of moral education
Paths to moral education (short answer) How to implement moral education (It just makes sense)
Ideological and Moral Courses and Teaching of Other Subjects (The Most Basic Approach)
Single-choice preferred teaching: Teaching is always educational
social practice activities
Extracurricular and extracurricular activities
Activities organized by the Communist Youth League and Young Pioneers
Study of school meetings, class meetings, weekly meetings, morning meetings, and current affairs policies
Class teacher work (an important and special way)
Moral education methods (short answer case)
Persuasion Education Law (Clear Reason Education Law)
A moral education method that enables students to understand the truth, distinguish right from wrong, and improve moral awareness through language reasoning.
Including verbal persuasion and factual persuasion
Present facts and reason
Verbal persuasion: explanation, report, conversation, discussion, debate, reading guidance
Factual persuasion: tours, interviews and surveys
Visit revolutionary base areas, history museums, museums, etc.
Go/go to old revolutionary areas to receive red education
The default is still the meaning of visit
role model
A moral education method that uses the excellent character of role models to influence students' thoughts, emotions and behaviors.
"Peaches and plums, the next from Seikei"
His body is upright but he does not follow orders; his body is not upright but he does not obey orders
Teaching by example is more important than words
“What works and what works”
"The law is perfect for both ancient and modern people", "Winning friends by discussing learning", "Choose those who are good and follow them"
edification pedagogy
Teachers use the environment and their own educational factors to subtly influence and infect students. A method of moral education that enables them to be influenced by what they hear and see.
Environmental Cultivation: "Let every wall of the school speak", Sneak into the night to moisten things silently with the wind, Meng's mother moved three times
Art cultivation: Mencius said: Kind words are not as profound as the sound of kindness. Listening to music, watching movies, paper-cutting, etc.
Personality cultivation: teachers use themselves + edification, infection, and influence
Practical exercise method
Purposefully organize students to participate in various practical activities so that they can exercise their minds during the activities, A moral education method to increase talents and cultivate excellent thoughts and behavioral habits. (Focus on: assigning tasks and appointing class leaders)
“It is hard on one’s mind, straining one’s muscles and bones, starving one’s skin, depleting one’s body, and disturbing one’s actions, so I am tempted to endure it. Nature, gains what it cannot. ‘
Self-cultivation guidance method (moral cultivation guidance method/self-education method)
With the help of educators, students actively carry out self-learning, self-reflection, self-exercise, self-monitoring, etc. A moral education method to improve one's self-cultivation. The methods of self-cultivation include "self-knowledge", "reflexivity" and "inner self-cultivation". "Province", "Gongxing", "Be cautious of independence", etc.
I should make three provinces in one day, motto
When three people walk together, they must have a teacher. Choose the good ones and follow them, and change the bad ones. (Self-cultivation guidance method) Reflect on yourself from others
moral evaluation method
A moral education method that encourages or inhibits students' moral character by positively or negatively evaluating it to promote the healthy formation and development of their moral character. Including rewards, punishments, evaluations and conduct assessments
Requirements for using the moral evaluation method (multiple choices)
fair, correct, reasonable
Promote democracy and gain public support
Pay attention to publicity and education
Give priority to rewards, suppress while promoting
moral education model
Main ideas of cognitive model
The most popular and dominant moral education theory in contemporary moral education theory. it was developed by swiss academics Piaget proposed it and then further deepened it by the American scholar Kohlberg (Moral Dilemma Story Method).
The purpose of moral education is to promote the development of children's moral judgment and their behavior.
The characteristics of this doctrine are:
Human nature is rational
We must pay attention to the interaction between individual cognitive development and social entities
Focus on studying the development process of individual moral cognitive abilities
considerate mode
Created by Peter MacPhail and his colleagues. "Consideration" means that teachers should "care more and evaluate less" towards students. Different from the cognitive moral development model that emphasizes the development of moral cognition, the considerate model puts the cultivation of moral emotions at the center. (Think in other people’s shoes and be considerate)
feature
Adhere to the theory of good nature
Insist that people have an innate tendency toward self-actualization
Taking the cultivation of sound personality as the goal of moral education
Vigorously advocate the democratic concept of moral education
Social Imitation Patterns (Behavior)
Founded by Bandura (observational learning theory: imitating the behavior of others) in the United States, this model believes that people and the environment are an interactive body, and people can not only respond to stimuli, but also actively interpret and act on situations.
value clarification model
The representative figures are Lars, Hamming, Simon and others from the United States.
This model focuses on values education and tries to help people reduce value confusion
Values are not fixed opinions or immutable truths
Three stages: choice (free choice, teachers do not judge right or wrong), cherishing, and action
Class management and class teacher work (objective short answer)
Classes and Class Management
class
class concept
A class is a basic educational unit with a fixed number of students formed by the school in order to achieve certain educational purposes by grouping students with similar age and knowledge levels into classes. Class is the most basic administrative organization in the school administrative system. It is the basic unit for the school to conduct daily management, ideological and moral education and organize teaching activities for students.
The famous educator Erasmus (also translated as Erasmus) during the Renaissance first proposed the term "class".
Class organization functions
social function
Convey social values and guide life goals
Teach scientific and cultural knowledge and form basic skills for social life
Teach social life norms and train social behavior
Provide role learning conditions and cultivate social roles.
personalized function
Functions to promote development - various developments, comprehensive and multi-faceted development, development opportunities
Functions that satisfy needs - various needs, sense of belonging
Diagnostic function - highlight and determine problems
Corrective function - changing behavior one by one
Class management
Class management concept
Class management is a dynamic process. It is the class teacher (taking the lead) and the teacher using certain means and measures according to certain purposes and requirements to lead the whole class to plan, organize, and manage various resources (all aspects) in the class. Coordinate and control the process of organizing activities to achieve educational goals.
The functions and purposes of class management
Class management functions
Helps achieve teaching goals and improve learning efficiency
The main function
Helps maintain class order and form a good class atmosphere
basic skills
Helps to train students’ abilities and learn to take care of themselves
Important functions
The purpose of class management
The fundamental purpose (ultimate purpose) of this activity is to achieve educational purposes/enable students to develop fully and comprehensively
The objects of class management are various management resources in the class, and the main objects are students
The main means of class management are planning, organization, coordination and control
Class management is a process of organizational activities, which embodies the two-way activities between teachers and students. It is an interactive relationship
Class management content
Class organization building
There are three forms of micro-structure of class organizations: linear, functional, and linear functional.
Most of the construction of class organizations in primary and secondary schools in my country belongs to the linear functional organizational form.
Principles of class organization and construction
Principles conducive to education. This is an important principle for the establishment of class organization
The principle of consistent goals
Principles conducive to physical and mental development
Class system management
Class teaching management
The teaching management of a "teaching class" is one of the most important management functions of the class teacher. Teaching is the central work of the school, and teaching quality management is the core of class teaching management.
Class activity management
Class management model
Regular class management
Manage the regular activities of the class by developing and enforcing rules and regulations
Class parallel management
Class parallel management means that the class teacher not only affects individuals through collective management, but also affects individuals through A management method that uses direct management to influence the collective and thus combines collective and individual management.
Makarenko “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 group and taking responsibility.
Expansion: squad cadre rotation system, daily student duty system, weekly student duty system, etc.
Class goal management
It refers to a management method in which the class teacher and the students jointly determine the overall goals of the class, and then transform them into group goals and individual goals, integrating them with the overall goals of the class to form a goal system, thereby promoting class management activities and achieving class goals.
Presented by: Drucker
Extension: Management by objectives is a self-management-centered management
Current class management in my country Existing problems and solution strategies (small case)
Current problems existing in class management in our country
The class teacher's class management style is more authoritarian.
The class management system lacks vitality and students’ participation in class management is low
Establish a student-centered class management mechanism
To meet the development of students
Establish students' dominant position in the class
Purposefully train students’ abilities in class management
The essence of class management is to develop students' potential as much as possible
The essence of class democratic management is to mobilize the power of students' self-education in the entire process of class management so that people can Everyone actively participates in class affairs (Let each student become the master of the class) [Satisfying student development is both the starting point and the destination]
Modern class management emphasizes students as the core
Cultivation of good class collectives
The concept of class collective
The class group is organized according to the training goals and educational standards of the class teaching system, and uses joint learning activities and A social psychological community characterized by direct interpersonal communication.
Class collective is not equal to class
Characteristics of the class group
Clear common goals (the basis for class formation)
a certain organizational structure
Leadership collective, class cadres, class committee
certain rules for living together
Sound rules and regulations, strict rules and regulations
Counterexample: Detailed rules and regulations (wrong)
An atmosphere of equality and psychological compatibility among group members
Psychological sense of belonging, good interpersonal relationships, correct public opinion and good class style
Counterexample: Classroom teaching atmosphere (wrong)
The educational role of class collectives
Conducive to forming students' sense of community
Conducive to cultivating students' social communication skills and adaptability
Conducive to training students’ self-education ability
The class collective is the best carrier for training class members to manage themselves, educate themselves, and carry out activities independently.
The development stage of the class group
The formation and cultivation of class collectives (short answer)
Determine the development goals (direction and motivation) of the class group
Establish an effective class collective core
Establish normal order in the class
When receiving a class with a poor educational foundation, you must first do this job
Organize various educational activities
Cultivate correct public opinion and good class style (form a sign)
(Remember: set goals - build core - establish order - engage in activities - establish class style)
Overview of the work of the head teacher
concept of head teacher
The class teacher is the organizer and leader of the class group and is responsible for the school's implementation of the national education policy. The backbone of promoting healthy growth of students.
The "Work Regulations for Class Teachers in Primary and Secondary Schools" issued by the Ministry of Education points out: "The class teacher is the primary and secondary school teacher's daily ideological and moral (key)
The main implementer of education and student management is the leader in the healthy growth of primary and secondary school students. Class teachers should strive to become life mentors for primary and secondary school students.
The head teacher is an important position in primary and secondary schools, and it is an important responsibility of teachers in primary and secondary schools to work as a head teacher. When teachers serve as class teachers, they should take the work of class teacher as their main job.
The status and role of the class teacher in class management
The class teacher is the designer of class construction
The class teacher is the leader of the class organization
The influence of the head teacher in class management
The authority, power and status of the head teacher - the influence of authority
Personality characteristics and charm of the head teacher - personality influence
The class teacher is the leader (artist) who coordinates interpersonal relationships in the class
The head teacher’s leadership style
Two leadership methods of class teachers in specific operations
In the current class management practice, there are two leadership styles that are commonly used by class teachers in specific operations, namely the "teaching-centered" and "collective-centered" leadership styles.
"Teaching center" is a leadership method that is commonly used at present. This is in line with the current work evaluation mechanism for class teachers. It has nothing to do with the system. Its biggest drawback is that it ignores the human factor. Class work only sees teaching but not students, and only looks at student scores but not student development.
Tasks of the head teacher
Basic tasks: leading the class and teaching students well
The focus and regular work of the class teacher: providing ideological and moral education to students
Primary task/central link: Organize and establish class collectives
Central mission: Promote the all-round development of all members of the class
Contents and methods of the work of the head teacher (short answer)
Get to know and study students
Understanding and studying students is the premise and foundation of the work of the class teacher
How the head teacher understands students
Observation method: This is the most basic method for class teachers to understand and study students.
Conversation method (in-depth understanding)
Survey method (lateral indirect)
Written material analysis method: A method of understanding students with the help of written materials such as student transcripts, homework, and diaries.
Effectively organize and cultivate outstanding class groups (central link)
Coordinate various educational forces inside and outside the school
Study guidance, study activity management and life guidance, life management
Organize extracurricular and extracurricular activities and guide extracurricular life
Establish student files; (collect, organize, identify, and keep)
conduct assessment
Conduct assessment is based on the purpose of education as the guiding ideology and the "Student Code of Conduct" as the basic basis. It summarizes and evaluates students' study, labor, life, conduct, etc. within a semester.
General steps: (1) student self-evaluation; (2) group evaluation; (3) class teacher evaluation; (4) information feedback
Class teacher work plan and summary
The class teacher's work plan is generally divided into semester plan, monthly or weekly plan and specific activity plan
Class teacher work summaries are generally divided into two categories: comprehensive summaries and topic summaries.
individual education work
The class teacher should do a good job in individual education, including the education of advanced students, the education of secondary students and the education of junior students. Education work for advanced students (individual education work for all students)
Underachievers usually refer to students who are not very motivated to learn, whose academic performance is temporarily lagging behind, and who are not very disciplined. back Advancement is a relative concept and should be used with caution.
Underachievers generally have these psychological characteristics: (1) Improper self-esteem; (2) Weak motivation to learn; (3) Weak willpower.
Psychological characteristics of advanced students: (1) Strong self-esteem and full of self-confidence; (2) Strong sense of honor; (3) Strong sense of superior desire and competition.
For the education of advanced students, class teachers should pay attention to the following points: (1) Strict requirements to prevent complacency; (2) Continuous motivation to make up for setbacks; (3) Eliminate jealousy and compete fairly; (4) Give full play to your advantages and make the whole class progress.
Average students, also called "average students" or "middle students", refer to those students who perform mediocrely in all aspects of the class. Average students generally have the following characteristics: (1) Lack of confidence: (2) Low desire to perform.
For the education of middle school students, class teachers should pay attention to: (1) Pay attention to the education of middle school students, focusing on both ends and the middle, and strive to transform the middle factors into positive aspects and achieve a virtuous circle of class work; (2) Provide targeted individual education according to the different characteristics of secondary school students.
Organization of class activities
There are generally three types of class meetings, namely regular class meetings, life class meetings and theme class meetings.
Theme class meetings are the main form of class activities
Extension: Class meetings are characterized by collectiveness, autonomy and pertinence
Handling of accidental events (case)
Principles of incident handling
educational principle
objectivity principle
validity principle
acceptability principle
Cold treatment principle (process after clear investigation)
How to deal with unexpected events
Face it calmly
Respond tactfully and decisively
Fair and democratic handling
Good at summarizing and guiding
Extracurricular, off-campus education and three-in-one education (objective short answer)
Extracurricular and off-campus education
Overview of extracurricular and off-campus education
Extracurricular and off-campus education refers to beyond the curriculum plan and subject curriculum standards (differences from classroom teaching), Use after-school time to carry out various purposeful, planned and organized educational activities for students. (Similar to classroom teaching, they are both formal educational activities with the same direction and goal)
After-school education activities organized by schools and classes are called extracurricular education. Extracurricular education refers to a variety of educational activities that schools carry out for students in a purposeful, planned and organized manner in addition to classroom teaching tasks. It is a good form of students' extracurricular life. Classroom teaching here includes compulsory courses and elective courses that are included in the total class hours in the course plan. Therefore, elective courses and self-study courses do not belong to extracurricular education.
Off-campus education is a flexible, diverse and educational form of education that uses after-school time and social forces to provide students with education. It is an important way to guide students to contact and understand society, and is a necessary educational organization form to promote the all-round development of students.
Extracurricular, off-campus education and classroom teaching
Extracurricular, off-campus education and classroom teaching are both connected and different
Extracurricular and extracurricular education are not an extension of classroom teaching activities. It is necessary to supplement
Assigning homework is a continuation, extension and continuation of class
Extracurricular tutoring, extracurricular and extracurricular education are necessary supplements
The significance of extracurricular and extracurricular education
Extracurricular and off-campus education are helpful for students to broaden their horizons and acquire knowledge;
Extracurricular and off-campus education are conducive to developing students’ intelligence and cultivating students’ various abilities
Extracurricular and extracurricular education are important ways to carry out moral education
Extracurricular and off-campus education is a vast world for teaching students in accordance with their aptitude and developing their individual strengths.
The main contents of extracurricular and off-campus education
Ideological and moral education activities
Subject Activities (Main Body) Subject Interest Group English Corner, Experimental Group
Science and technology activities: "Five small activities" such as small inventions, small creations, small productions, small experiments, and small papers
Literary and artistic activities
sports activities
Social activities out of school
traditional holiday activities
extracurricular reading activities
Organizational forms of extracurricular and off-campus education
mass activities
Lectures, sports meets, etc.
Group activities (main, basic organizational form)
individual activities
The main characteristics of extracurricular and off-campus education
Basic characteristics of voluntariness (free participation, voluntary participation)
Classroom instruction - mandatory
Autonomy Student independence, teacher - inspiring guidance
Flexibility (rich content and various forms)
Practicality: hands-on work by students, direct experience
Broadness (openness of content, everything...)
Main requirements for extracurricular and extracurricular activities
Integrated education of school, family and society
family Education
Family education - the basis and supplement of school education
Characteristics of family education
Adapting educational content to daily life
Emotional approach to education
Diversification of educational methods
Other perspectives: Characteristics of family education
Leading nature: The earliest education a person receives is family education, and the first educators are parents.
Infectiousness: joy, anger, sadness, joy
Authoritativeness: Parents have a tall image in the minds of their children
Targeted: "There is no better person to know a son than a father, and no one knows a daughter better than a mother."
Lifelong: Parents are their children’s eternal teachers
Individuality
social education
The combination of school, family and society forms a joint force in education
"Education combined force" refers to school education as the main body and family education as the basis. The power of joint education based on social education.
Strengthen connections between schools and families
Home visits, class parent conferences, parent schools, Parent committee, parent salon, class network
Main methods of home-school cooperation: home visits, parent meetings, parent committees
Not selected: off-campus guidance, democratic review