Условия за режим
Ефективните класни стаи трябва да имат следните две условия
Първо, учениците трябва да имат висока степен на постигане на целите на триизмерното преподаване.
Secondly,intheprocessofachievingthiskindofgoalachievement,studentsshouldactivelyparticipateandthinkactively.Fromthisperspective,anefficientclassroomisaclassroomwherestudentslearnactivelyandthinkactively,aclassroomwherestudentslearnfullyindependently,aclassroomwhereteacher-studentinteraction,student-studentinteraction,andaclassroomwherestudentstaketheinitiativetorealizemeaningconstructionofwhattheyhavelearned.Fromtheteacher'spointofview,anefficientclassroomshouldmeetthefollowingthreeconditions:First,theteachercanscientificallyandreasonablydeterminethethree-dimensionalteachinggoalsoftheclassroombasedontherequirementsofthecurriculumstandardsandtheactualsituationofthestudents.Becausethepre-settingoftheteachinggoalcannotbecompletelyconsistentwiththeactualsituationintheclassroom,itisnecessaryfortheteachertomaketimelyadjustmentstotheteachinggoalintheteachingprocess,tomaximizethefacetoallstudents,sothatitcanbetterreflecttheappropriatenessoftheteachinggoalsex.Thesecondisthattheteachingprocessmustbeaprocessinwhichstudentsactivelyparticipate.Thiskindofactiveparticipationismainlyreflectedinwhetherteacherscanadoptflexibleteachingstrategiestomobilizetheenthusiasmofstudentsinlearning,whethertheycanactivelyguidestudentstothinkpositively,andwhethertheycangivestudentsmoretimeandopportunitiestocooperateanddemonstratenecessarytomakethewholeclassStudentssharetheirlearningachievementswitheachother.Thethirdistofollowup,monitor,feedback,anddispelintheteachinginatimelymanner,consolidatestudents'learningachievementsinavarietyofways,andachieveahigherdegreeofachievementofthethree-dimensionalteachinggoals.
Conceptofmodel
Theterm"model"isaChinesetranslationofEnglishmodel.Modelisalsotranslatedas"model","paradigm","typical"andsoon.Generallyreferstothetheoreticallogicalframeworkoftheresearchedobject,akindofoperableknowledgesystembetweenexperienceandtheory,andatheoreticalsimplifiedstructurethatreproducesreality.ThosewhofirstintroducedthetermmodeltotheteachingfieldandstudieditsystematicallyshouldbeJoyceandWeiroftheUnitedStates.
JoyceandWeirthinkinthebookTeachingMode:"Theteachingmodeisaparadigmorplanthatconstitutescoursesandassignments,selectsteachingmaterials,andremindsteachersofactivities."TheactualteachingmodedoesnotItisnotaplan,becausetheplantendstobetoospecificandoperational,thuslosingitstheoreticalcolor.Theintroductionoftheterm"model"intoteachingtheoryistoexplainthebasicstructureorframeworkofvarioustypesofteachingactivitiesestablishedundertheguidanceofcertainteachingideasorteachingtheories,andtoexpresstheproceduralstrategiesoftheteachingprocesssystem.
Therefore,theteachingmodelcanbedefinedasarelativelystableteachingactivityframeworkandactivityprogramestablishedundertheguidanceofcertainteachingideasorteachingtheories.Asastructuralframework,theteachingmodehighlightsthemacroscopicviewoftheoverallteachingactivityandtheinternalrelationsandfunctionsbetweenthevariouselements;asanactivityprogram,ithighlightstheorderlinessandoperabilityoftheteachingmode.
Структура
Модът на преподаване обикновено включва пет фактора и правилната връзка между тези пет фактора е структурата на режима на преподаване.
Theoreticalbasis
Theteachingmodeisareflectionofacertainteachingtheoryorteachingthought,anditisastandardofteachingbehaviorguidedbyacertaintheory.Differenteducationalviewsoftenproposedifferentteachingmodels.Forexample,thetheoreticalbasisoftheconceptacquisitionmodelandtheadvancedorganizationmodelisthelearningtheoryofcognitivepsychology,whilethetheoreticalbasisofthecontextualizationmodelistherelationshipbetweenhumanconsciousandunconsciousmentalactivities,andintellectualandemotionalactivitiesincognition.Unite.
Teachinggoals
Anyteachingmodelpointstoandcompletesacertainteachinggoal.Inthestructureoftheteachingmodel,theteachinggoalisatthecoreandplaysaroleinotherfactorsthatconstitutetheteachingmodel.Restrictivefunction,whichdeterminestheoperatingproceduresoftheteachingmodeandthecombinedrelationshipbetweenteachersandstudentsinteachingactivities,andisalsothestandardandyardstickforteachingevaluation.Itispreciselybecauseofthestronginternalunityofteachingmodeandteachinggoalthatdeterminestheindividualityofdifferentteachingmodes.Differentteachingmodesservetoaccomplishcertainteachinggoals.
Operatingprocedures
Eachteachingmodehasitsownspecificlogicalstepsandoperatingprocedures.Itstipulateswhatteachersandstudentsdofirstandwhattodolaterintheteachingactivities.Thetasksthatthestepsshouldaccomplish.
Условия за реализация
се отнасят до различни фактори на условията, които могат да направят режима на преподаване ефективен, като учители, ученици, съдържание на преподаване, методи на преподаване, среда на преподаване, време за преподаване и скоро.
Teachingevaluation
Teachingevaluationreferstotheevaluationmethodsandstandardsthatareuniquetovariousteachingmodesforcompletingteachingtasksandachievingteachinggoals.Duetothedifferentteachingtaskstobecompletedandtheteachinggoalstobeachievedbydifferentteachingmodes,theproceduresandconditionsusedaredifferent,ofcourse,themethodsandstandardsofevaluationarealsodifferent.Uptonow,inadditiontosomerelativelymatureteachingmodelsthathaveformedasetofcorrespondingevaluationmethodsandstandards,manyteachingmodelshavenotyetformedtheirownuniqueevaluationmethodsandstandards.
Modecharacteristics
Directivity
Becauseanyteachingmodeisdesignedaroundacertainteachinggoal,andtheeffectiveuseofeachteachingmodeisalsoCertainconditionsarerequired,sothereisnouniversalmodelapplicabletoanyteachingprocess,norcanitbesaidthatwhichteachingmodelisthebest.Thecriterionforevaluatingthebestteachingmodeisthemosteffectiveteachingmodethatachievesaspecificgoalundercertaincircumstances.Whenchoosingateachingmodeintheteachingprocess,wemustpayattentiontothecharacteristicsandperformanceofdifferentteachingmodes,andpayattentiontothedirectionalityoftheteachingmode.
Operational
Theteachingmodeisaconcreteandoperationalteachingthoughtortheory,whichusesasimplifiedformofthecorepartofacertainteachingtheoryoractivitymethodReflected,itprovidespeoplewithamoreabstracttheoreticalframeworkforteachingbehaviorthatismuchmoreconcrete,andspecificallystipulatestheteachingbehaviorofteachers,sothatteachershaverulestofollowintheclassroom,whichiseasyforteacherstounderstand,graspanduse.
Integrity
Theteachingmodeistheunityofteachingrealityandteachingtheoryconception,soithasacompletestructureandaseriesofoperationalrequirements,reflectingthetheoreticalself-justificationandprocessThereisabeginningandanend.
Stability
Theteachingmodeisatheoreticalsummaryofalargenumberofteachingtimeactivities,whichtoacertainextentrevealstheuniversallawsofteachingactivities.Undernormalcircumstances,theteachingmodedoesnotinvolvespecificsubjectcontent,andtheprovidedproceduresserveasageneralreferenceforteachingandhaveacertaindegreeofstability.However,theteachingmodeisbasedonacertaintheoryorteachingthought,andcertainteachingtheoriesandteachingthoughtsaretheproductsofacertainsociety.Therefore,theteachingmodeisalwaysrelatedtothesocialpolitics,economics,science,culture,andeducationofacertainhistoricalperiod.Thelevelconnectionisrestrictedbytheeducationalpolicyandeducationalpurpose.Therefore,thisstabilityisrelative.
Flexibility
Asateachingmodelthatisnotaimedatspecificteachingcontent,itreflectsacertaintheoryoridea,butalsoneedstobeoperatedinthespecificteachingprocess,intheprocessofapplicationItmusttakeintoaccountthecharacteristicsofthesubject,thecontentofteaching,theexistingteachingconditionsandthespecificconditionsofteachersandstudents,andmakesubtlemethodologicaladjustmentstoreflecttheactiveadaptationtothecharacteristicsofthesubject.
Modefunction
Intermediaryrole
Theintermediaryroleoftheteachingmodereferstothemodeledteachingmethodsystemthatcanprovideacertaintheoreticalbasisfortheteachingofvarioussubjects,Sothatteacherscangetridofthesituationofteachingfromscratchinpracticebasedonexperienceandfeeling,andbuildabridgebetweentheoryandpractice.
Themediatingroleoftheteachingmodelisinseparablefromitscharacteristicsthatitisderivedfrompracticeandisasimplifiedformofacertaintheory.
Ontheonehand,theteachingmodeisderivedfrompractice.Itistheresultofoptimizing,generalizing,andprocessingcertainspecificteachingactivities.Itisforacertaintypeofteachingandthevariousfactorsinvolvedandbetweenthem.Theinter-relationshipprovidesarelativelystableoperationalframework,whichhasaninherenttheoreticalbasisforlogicalrelationsandalreadyhastheoreticalsignificance.
Ontheotherhand,theteachingmodelisasimplifiedrepresentationofacertaintheory.Itcanreflecttheteachingtheoryonwhichitisbasedthroughconciseandconciseexplanationsofsymbolicsymbols,schemasandrelations.Thebasiccharacteristicsenablepeopletoformateachingproceduralimplementationprogramthatismuchmorespecificthanabstracttheoryintheirminds.Itisconvenientforpeopletounderstandacertainteachingtheory.Itisalsoanintermediatelinkforabstracttheorytoexertitspracticalfunction.Itisalsoanintermediaryforteachingtheorytospecificallyguideteachinganduseitinpractice.
Methodologicalsignificance
Thestudyofteachingmodeisaninnovationinteachingresearchmethodology.Foralongtime,peoplehavebeenaccustomedtoadoptingasingleandrigidwayofthinkinginteachingresearch,andtheyhavepaidmoreattentiontotheuseofanalyticalmethodstostudythevariouspartsofteaching,whileignoringtheconnectionorrelationshipbetweenthevariousparts;orareaccustomedtostayingintherelationshipbetweenthevariouspartsTheabstractdialecticalunderstanding,butlacksthecharacteristicsandoperabilityasateachingactivity.Thestudyofteachingmodeguidespeopletocomprehensivelyexploretheinteractionbetweenthevariousfactorsintheteachingprocessanditsdiversifiedmanifestations,grasptheessenceandlawsoftheteachingprocessfromadynamicpointofview,andatthesametimestrengthentheteachingdesignandresearchTheoptimizedcombinationofteachingprocessalsohasacertainpromotingeffect.
Historicaldevelopment
Theteachingmodeisthebasicstructureofteachingactivities.Intheteachingwork,everyteacherconsciouslyorunconsciouslyteachesinaccordancewithacertainteachingmode,buthereisThereisaquestionofwhetheritisscientificandreasonable.Understandingthehistoricaldevelopmentoftheteachingmodehelpspeoplelearnfromthetraditionandtheunderstandingofvariousnewcontemporaryteachingmodes,andhelpspeoplegraspthedevelopmenttrendoftheteachingmode.
Evolution
Thesystematicandcompleteteachingmodelstartedfromtheformationofanindependentsystemofmodernpedagogy.Theconceptandtheoryof"teachingmodel"onlyappearedafterthe1950s.However,inChineseandforeignteachingpracticeandteachingideas,theprototypeoftheteachingmodelhasbeenformedveryearly.
Thetypicalmodeofancientteachingistheteachingstyle,anditsstructureis"speaking-listening-reading-remembering-practice".Itischaracterizedbyteachersinstillingknowledgeandstudentspassivelyandmechanicallyacceptingknowledge.Thetextinthebookisalmostthesameastheteacher’sexplanation,thestudents’answersareconsistentwiththebookorteacher’sexplanation,andthestudentslearnbymechanicalrepetition.
Inthe17thcentury,withtheintroductionofnaturalsciencecontentandintuitiveteachingmethodsinschoolteaching,andtheimplementationoftheclassteachingsystem,Comeniusproposedthatexplanations,questions,questionsandanswers,andexercisesshouldbeunifiedinclassroomteaching.Italsoincorporatesobservationandotherintuitiveactivitiesintotheteachingactivitysystem,andforthefirsttimeproposedateachingmodelwithaprogramstructureof"perception-memory-understanding-judgment".
The19thcenturywasaperiodofprosperityandprosperityforscientificexperiments.Herbart'stheoryreflectsthetrendofscientificdevelopmentatthattimetoaconsiderableextent.Startingfromthetheoryofperception,hestudiedthepsychologicalactivitiesofpeople,andbelievedthatintheprocessoflearning,studentscantrulymasterknowledgeonlywhenthenewexperiencehasformedaconnectionbetweentheconceptsinthepsychologicalperceptiongroup.Therefore,thetaskoftheteacheristoselectthecorrectmaterials,promptthestudentswithappropriateprocedures,andformtheirlearningbackgroundorcollectiveawarenessgroup.Startingfromthistheory,heproposedafour-stageteachingmodelof"Clear-Combined-System-Method".Later,hisstudentLeintransformeditintoafive-stageteachingmodelof"preparation-prompt-union-summary-application".
Theaboveteachingmodeshaveonethingincommon.Theyallignorethesubjectivityofstudentsinlearning,one-sidedemphasisonindoctrinationmethods,andtovaryingdegreessuppressandhinderthedevelopmentofstudents'personality.Therefore,inthe1820s,withthedevelopmentofthecapitalistindustryandthegeneralpenetrationandpopularityoftheideaofemphasizingthedevelopmentofindividuality,thetraditionalteachingmodelrepresentedbyHerbartwaschallenged,andDewey'spragmatismcameintobeing.Theeducationaltheoryof”hasbeenrespectedbythesociety,andatthesametime,ithaspromotedtheteachingmodeltomoveforward.
Deweyproposedapragmaticteachingmodelbasedon"learningbydoing"thatis"child-centered".Thebasicprocedureofthismodelis"creatingasituation-determiningtheproblem-possessinginformation-proposinghypotheses-testingthehypothesis".Thiskindofteachingmodebreakstheprevioustendencyofsingleteachingmode,makesupfortheinsufficiencyofHerbart'steachingmode,andemphasizesthemainroleofstudents.Emphasisonactivityteaching,promotestudentstodiscoverandexploreskills,acquiretheabilitytoexploreandsolveproblems,andopenupanewwayofmodernteachingmode.
Ofcourse,thepragmaticteachingmodelalsohasitsshortcomings.Itequatestheteachingprocesswiththescientificresearchprocess,depreciatestheteacher'sguidingroleintheteachingprocess,unilaterallyemphasizestheimportanceofdirectexperience,ignoresthesystematiclearningofknowledge,andaffectsthequalityofteaching.Therefore,itwasstronglycriticizedbythesocietyinthe1950s.
Sincethe1950s,withthedevelopmentofscienceandtechnology,educationisfacingthechallengeofanewtechnologicalrevolution,whichpromotespeopletousenewtheoriesandtechnologiestostudyschooleducationandteachingissues.Modernpsychologyandthinkingsciencerevealthemechanismofhumanbrainactivity,andepistemologysummarizestheprocessofindividualcognition.Cognitivepsychologyisthestudyofthehumanbrain’sacceptanceandselectionofinformationactivities,especiallysystemtheory,cybernetics,informationprocessingtheory,etc.Theemergenceofhasaprofoundimpactonteachingpractice,andalsoputforwardmanynewtopicsforteachingmode.Therefore,manyteachingideasandtheorieshaveappearedinthefieldofeducationatthisstage,andatthesametimemanynewteachingmodelshavebeenproduced.
Развитие
1.От единичен модел на обучение до разнообразен модел на обучение
SinceHerbartproposedthe"four-stage"teachingmodel,throughthepracticeanddevelopmentofitsstudents,ithasgraduallybecomethenameofthe"traditionalteachingmodel"inthe20thcentury.Dominationofteachingmode.Later,underthebannerofanti-tradition,Deweyproposedapragmaticteachingmodel,whichhasbeenswingingbackandforthbetween"tradition"and"anti-tradition"sincethe1950s.Afterthe1950s,duetotheendlessemergenceofnewteachingideas,coupledwiththenewscientificandtechnologicalrevolution,teachinghasundergonegreatchanges,andtheteachingmodelhasaprosperoussituationof"ahundredflowersbloomingandahundredschoolsofthoughtcontending".AccordingtothestatisticsofJoyceandWeirin1980,thereare23teachingmodes,amongwhichtherearemorethan10teachingmodesproposedbyourcountry.
2.От индуктивен към дедуктивен модел на обучение
Theinductiveteachingmodelemphasizessummarizingandsummarizingfromexperience.Itsstartingpointisexperience,andtheprocessofformingthinkingisinduction.Deductiveteachingmodereferstostartingfromascientifictheoreticalhypothesis,deducingateachingmode,andthenusingrigorousexperimentstoverifyitseffectiveness.Itsstartingpointistheoreticalhypothesis,andtheprocessofformingthinkingisdeduction.Theinductiveteachingmodelcomesfromthesummaryofteachingpractice,anditisunavoidablethattherearesomeuncertainties,andsomeplacescannotbejustified.Thedeductiveteachingmodelhasacertaintheoreticalbasis,canjustifyitself,andhasitsowncompletesystem.
3. От модела на преподаване, базиран на „обучение“, към развитието на модела на преподаване, базиран на „обучение“
Traditionalteachingmodelsareallexplainedfromtheperspectiveofhowteachersteach,ignoringtheissueofhowstudentslearn.Dewey's"anti-traditional"teachingmodelmadepeoplerealizethatstudentsshouldbethemainbodyoflearning,andthusbeganthestudyofthe"learning"teachingmodel.Thedevelopmenttrendofmodernteachingmodeistoattachimportancetothesubjectivityofstudentsinteachingactivities,attachimportancetostudents'participationinteaching,andrationallydesign"teaching"and"learning"activitiesaccordingtotheneedsofteaching.
4.Нарастващата модернизация на режима на преподаване
Intheresearchofcontemporaryteachingmode,moreandmoreattentionispaidtotheintroductionofmodernscienceandtechnologyoftheoriesandnewachievements.Someteachingmodelshavebeguntopayattentiontotheuseofadvancedscientificandtechnologicalachievementssuchascomputers,andthescientificcontentofteachingconditionsisgettinghigherandhigher,makingfulluseoftheavailableteachingconditionstodesignteachingmodels.
Overviewofthemodel
Theteachingmodelistheconcretizationofteachingtheoryandthegeneralizedformandsystemofteachingpractice.Ithasdiversityandoperability.Therefore,teachers’Therearecertainrequirementsforselectionandapplication.Theteachingmodemustbeconsistentwiththeteachinggoal.Theactualteachingconditionsshouldbeconsideredtochoosetheteachingmodefordifferentteachingcontents.Ofcourse,wemustfirstunderstandwhatteachingmodesareavailableandwhataretheircharacteristics..
(1)Предаване——Получаване
ThisteachingmodeoriginatedfromHerbart’sfour-stageteachingmethod,whichwaslatertransformedintomycountrybyKairovandothersintheformerSovietUnion..Itiswidelypopularinourcountry,andmanyteachersconsciouslyorunconsciouslyusethismethodinteaching.Thismodelaimsatimpartingsystemknowledgeandcultivatingbasicskills.Itsfocusistofullyexploretheroleofhumanmemory,reasoningabilityandindirectexperienceinmasteringknowledge,sothatstudentscangraspmoreinformationquicklyandeffectively.Thismodelemphasizestheguidingroleofteachers.Itbelievesthatknowledgeisaone-waytransferfromteacherstostudents,anditpaysgreatattentiontotheauthorityofteachers.
1. Теоретична основа
Designedaccordingtotheprinciplesofbehavioralpsychology,especiallyinfluencedbythetrainingpsychologyofSkinner'soperationalconditioning,emphasizingthecontroloflearners'behaviortoachievepredeterminedgoals.Itisbelievedthataslongasitisstrengthenedthroughcontact-feedback-suchrepeatedcyclescanshapeeffectivebehavioralgoals.
2.Основни процедури на обучение
Основните процедури за преподаване на този режим са: преглед на стари уроци-стимулиране на мотивация за учене-преподаване на нови уроци-консолидиранеупражнения-проверкаоценяване-интервалпреглед.
Reviewingoldlessonsistostrengthenmemory,deepenunderstanding,strengthentheinterconnectionbetweenknowledgeandsystematicallyorganizeknowledge.Stimulatinglearningmotivationistosetupacertainsituationandintroduceactivitiesaccordingtothecontentofthenewcoursetostimulatestudents'interestinlearning.Teachingnewlessonsisthecoreofteaching.Inthisprocess,teachers’teachingandguidancearethemainstay.Studentsgenerallymustabidebydisciplineandfollowtheteacher’steachingrhythmtocompletethetasksassignedtothemstepbystep.Consolidationexercisesareaprocessinwhichstudentsapplynewknowledgeandpracticeproblem-solvingintheclassroom.Inspectionandevaluationistocheckthestudents'masteryofnewknowledgethroughthestudents'classandhomework.Intervalreviewistostrengthenmemoryanddeepenunderstanding.
3.Принципи на преподаване
Teachersshouldprocessandorganizetheteachingcontentaccordingtothecognitivelevelofthestudents’knowledgestructure,andstrivetomaketheimpartedknowledgerelatetothestudents’originalcognitivestructure.Togivefullplaytotheleadingroleofteachers,teachersneedtohaveahighleveloflanguageexpressionskillswhenimpartingknowledge,andatthesametimetheymusthaveexperienceandawarenessoftheproblemsthatstudentsoftenencounterwhentheymasterknowledge.
4. Спомагателна система
Учебници, черни дъски, тебешири, флипчартове, модели, проектори и др.
5. Обучаващ ефект
Advantages:Studentscanreceivealotofinformationinashorttime,cancultivatestudents'discipline,andcancultivatestudents'abstractthinkingability.Disadvantages:Itisdifficultforstudentstotrulyunderstandtheinformationtheyreceive.Thecultivationofasingularandmodularpersonalityisnotconducivetothedevelopmentofinnovativeandanalyticalstudents,anditisnotconducivetothecultivationofstudents'innovativethinkingandpracticalproblem-solvingabilities.
6. Предложения при използване на този модел
Itismoreeffectivetointroduceexplanatorycontent.Itismorefeasiblewhenstudentsareexpectedtomastercertainknowledgeinashorttimetotakethetest.Teachersshouldnotuseitinanyteachingcontent.Theuseofthismodelwillinevitablyleadtoa"fullhouse"teachingmodelinthelongrun,whichisveryunfavorabletotheoveralldevelopmentofstudents,thustrainingalargenumberofhigh-scoreandlow-poweredpeoplewithoutideasandopinions.
(2) Самообучение ──уроци
Theteachingmodeofself-studyandtutoringisthemodeofindependentlearningundertheguidanceofteachers.Thisteachingmodecancultivatestudents'independentthinkingability,andmanyteachersuseitinteachingpractice.
1. Теоретична основа
Startingfromhumanism,payattentiontogivingfullplaytothesubjectivityofstudents,withthegoalofcultivatingstudents’learningability.
Thisteachingmodelisbasedonlettingstudentsstudyindependently,andthenteacherswillguidethemaccordingtotheirspecificconditions.Itrecognizesthevalueoftrialanderrorinthelearningprocessofstudents,andcultivatesstudents'abilitytothinkindependentlyandlearntolearn.
2.Основни процедури на обучение
Тези процедури за преподаване в стил на самообучение са: самообучение-дискусия-просветление-обобщение-практика-консолидация.
Inthecourseofteaching,teachersassignsomelearningtasksrelatedtothenewteachingcontenttoorganizestudents’self-studyaccordingtothestudents’recentdevelopmentareas.Accordingtothesesituations,theteacherinstructsandinspiresthestudents,sumsuptherules,andthenorganizesthestudentstopracticeandconsolidate.
3.Принципи на преподаване
Thedifficultyofself-studycontentisappropriate.Teachersshouldmaketimelysuggestionsduringtheteachingprocess.Firstcarryoutself-study,andthentheteacherwillguideandsummarizeandsummarize.
4. Спомагателна система
Itisnecessarytoprovidenecessarylearningmaterialsandlearningauxiliaryfacilitiestoprovidestrongsupporttostudentsforself-study.
5. Обучаващ ефект
Advantages:Itcancultivatestudents'abilitytoanalyzeandsolveproblems;itishelpfulforteacherstoteachstudentsinaccordancewiththeiraptitude;itcangivefullplaytotheautonomyandcreativityofstudents;itishelpfulforcultivatingthespiritofcooperationamongstudents.Disadvantages:Ifstudentsarenotinterestedinself-studycontent,theymaygetnothinginclass;ittakesalongtime;teachersarerequiredtoobservestudents'learningconditionsverykeenly,andifnecessary,inspireandmobilizestudents'learningenthusiasm,andexplainandexplaintodifferentstudentsTeaching,soitisdifficulttocarryoutinlargeclassteaching.
6.Предложения за внедряване
Itisbesttochoosecontentthatstudentsaremoreinterestedinattherighttimeforself-study.Teachersshouldhavehighorganizationalskillsandprofessionalskills.Lecturersshouldavoidexplanationsbutbemoreinspired.
(3)Обучение, базирано на запитване
Преподаването, базирано на запитване, се фокусира върху решаването на проблеми, фокусира се върху независимите дейности на учениците и се фокусира върху култивирането на мисловните способности на учениците.
1. Теоретична основа
Според конструктивистката теория на Пиаже и Брунер, тя се фокусира върху предусещането на учениците, преподаването чрез преживяване и култивира питането и мисловните способности на учениците.
2.Основна процедура
Основната процедура на преподаване е: въпрос-хипотеза-разсъждение-проверка-обобщение и подобрение.
Firstcreateacertainproblemsituationtoaskthequestion,thenorganizethestudentstoguessandmakeahypotheticalexplanationoftheproblem,thendesignexperimentstoverify,andfinallysummarizethelaws.
3.Принципи на преподаване
Toestablishademocraticandtolerantteachingenvironmentandgivefullplaytostudents’thinkingabilities,teachersmustmasterstudents’precognitivecharacteristicsandimplementcertainteachingstrategies.
4. Спомагателна система
Requirescertainequipmentandrelatedmaterialsforstudentstoexploreandlearn.
5. Обучаващ ефект
Advantages:Itcancultivatetheabilityoflearninginnovationandthinking,cancultivatethespiritofdemocracyandcooperationofstudents,andcancultivatetheabilityofstudentstolearnindependently.Disadvantages:Generally,itcanonlybecarriedoutinsmallclasses,whichrequiresabetterteachingsupportsystemandrequiresalongtimeforteaching
.
6.Предложения за внедряване
Intheinquiryteaching,teachersmustrespectthesubjectivityofstudentsandcreateatolerant,democraticandequalteachingenvironment.Teachersmustencouragestudentswhobreaktherulestoacertainextent,anddon’tgivestudentslightlyTosayrightorwrong,teachersshouldfocusonguidanceandmustnoteasilyinformstudentsoftheresultsoftheinquiry.
(4) Режим на придобиване на концепция
Thegoalofthismodeistoenablelearnerstodeveloptheirthinkingskillsbyexperiencingtheformationprocessoftheconceptstheyhavelearned.Thismodelmainlyreflectstheviewpointofcognitivepsychology,emphasizingtheviewpointthatlearningistheorganizationandreorganizationofcognitivestructure.
1. Теоретична основа
ThethinkingresearchtheoryofBruner,GoodnowandAustin.Theybelievethatclassificationistotreatdifferentthingsasequals,andtosimplifyandsystematizethesurroundingworld,soastoestablishcertainconceptstounderstandthecomplexworld.Brunerbelievesthatso-calledconceptsarethoughtsorabstractionsformedbyclassificationbasedonobservations.Intheprocessofconceptformation,wepaidgreatattentiontosomesimilarelementsinthings,whileignoringthosedifferences.Fiveelementsareneededtodefineaconcept:name,definition,attributes,examples,andinterrelationshipswithotherconcepts.
2.Основната процедура
Theconceptacquisitionmodelincludesthesesteps:theteacherselectsanddefinesaconcept—theteacherdeterminestheattributesoftheconcept—theteacherpreparestochooseaffirmativeandnegativeexamples—introducesstudentsintotheconceptualizationprocess—presentsexamples—studentsSummarizeanddefine-providemoreexamples-furtherstudyandformcorrectconcepts-theuseandexpansionofconcepts.
3.Принципи на преподаване
Helpingstudentstoacquireconceptseffectivelyisoneofthebasictasksofschooleducation.Theconceptacquisitionmodeadoptsthethinkingformof"induction-deduction".First,throughsomeexamples,studentscandiscoversomecommonattributesofconcepts,andmastertheessentialcharacteristicsthatdistinguishconceptsfromotherconcepts.Studentsalsoneedtounderstandtheconceptafterobtainingtheconcept,thatis,toguidethestudenttounderstandtheconceptfromtheconnotation,extension,genus,species,differenceandotheraspectsoftheconcept.Inordertostrengthenstudents'understandingofconcepts,theyshouldalsodifferentiateandanalyzerelatedorsimilarconcepts,logicallyrelatedconcepts,andcorrespondingconcepts.Thepurposeoflearningistouse.Intheprocessofusing,wecanfindoutthestudents'masteryoftheconceptandtakeremedialmeasuresintime.
4. Спомагателна система
requiresalotofpositiveandnegativeexamples,andteachersneedtopreparecarefullybeforeclass.
5. Обучаващ ефект
Itcancultivatestudents'inductiveanddeductiveability,canformrelativelyclearconcepts,andcancultivatestudents'rigorouslogicalreasoningability.
6.Предложения за внедряване
Toimplementteachingforhighlyconceptualcontent,teachersshouldsortouttheconnotationandextensionoftheconceptwellbeforeclass.
(5)Автономен модел на обучение на Бътлър
Inthe1970s,theAmericaneducationalpsychologistButlerproposedthe7elementsofteachingandproposedthe"sevenstages"teachingtheory.Greatinternationalinfluence.
1. Теоретична основа
Itsmaintheoreticalbasisisthetheoryofinformationprocessing.
2.Процедура на обучение
Основната процедура на преподаване е: създаване на ситуация ──стимулиране на двигателя──организиране на преподаване──прилагане на нови знания──тестване и оценяване──упражнения за консолидиране──разширяване и прехвърляне.
Thesituationinthesevenstepsofhisteachingreferstothevariousinternalandexternalsituationsoflearning.Theinternalsituationisthecognitivecharacteristicofstudents,andtheexternalsituationreferstothelearningenvironment.Itsconstituentfactorsare:individualDifferences,metacognition,environmentalfactors.Motivationisavarietyofinducementsforlearningnewknowledge,anditsmaincomponentsare:emotionalfeelings,attention,distinction,andintention.Organizationistocorrelatenewknowledgewitholdknowledge.Itsmainelementsare:mutualconnection,association,conception,andmodelbuilding.Applicationisapreliminaryattempttonewknowledge,anditsconstituentelementsare:participation,trial,experience,andresults.Evaluationistheevaluationaftertheinitialuseofnewknowledge.Itsconstituentelementsare:inform,compare,assignvalue,andchoose.Repetitionistheprocessofpracticeandconsolidation.Itsmaincomponentsare:strengthening,practice,habitformation,routine,memory,andforgetting.Expansionisthetransferofnewknowledgetoothersituations.Itsconstituentelementsincludeextension,transfer,conversion,system,andintegration.
3.Принципи на преподаване
Startingfromthetheoryofinformationprocessing,Butlerpaysgreatattentiontotheadjustmentofmetacognition,useslearningstrategiestoprocesslearningtasks,andfinallygenerateslearningresults.Whenteachersusethismodel,theyshouldalwaysremindstudentstoreflectontheirlearningbehavior.Itisnecessarytoconsidertheconstituentelementsofvariousstepsandfocusondifferentsituations.
4. Спомагателна система
Обща среда в класната стая, учители, които владеят стратегии за учене.
5. Обучаващ ефект
Thisisarelativelyuniversalteachingmode.Itcanbetransformedintodifferentteachingmethodsaccordingtodifferentteachingcontent.Aslongastheteacherisflexible,hecanachievetheteachingeffecthewants.
6.Предложения за внедряване
Theteachershouldbearesearch-orientedteacher,withacertainknowledgeofpedagogyandpsychology,andmastermetacognitivestrategies,sothatthisteachingmodelcanbeusedflexibly.
(6) Закотвено преподаване
Thiskindofteachingisbasedoncontagiousrealeventsorrealproblems.Determiningsuchrealeventsorproblemsisvividlycomparedto"anchor",becauseoncesucheventsorproblemsaredetermined,theentireteachingcontentandteachingprocessarealsodetermined(justlikeashipisanchored).
1. Теоретична основа
Неговата теоретична основа е конструктивизъм.
Constructivismbelievesthatlearnerswanttocompletethemeaningconstructionoftheknowledgetheyhavelearned,thatis,toachieveadeepunderstandingofthenatureandlawsofthethingsreflectedbytheknowledgeandtheconnectionsbetweenthethingsandotherthings.Agoodwayistoallowlearnerstofeelandexperienceintherealenvironmentoftherealworld(thatis,tolearnbyacquiringdirectexperience),ratherthanjustlisteningtoothers(suchasteachers)introducingandexplainingthisexperience.Becauseanchoredteachingisbasedonrealcasesorproblems(asan"anchor"),itissometimescalled"case-basedteaching"or"problem-basedteaching"or"situationalteaching".
2.Основната процедура
Закотвеното преподаване се състои от няколко връзки:
(1)Createasituation-enablelearningtooccurinasituationthatisbasicallyconsistentwithorsimilartotheactualsituation.
(2)Determinetheproblem-intheabovesituation,choosetheauthenticeventorproblemcloselyrelatedtothecurrentlearningthemeasthecentralcontentoflearning.Theselectedeventorproblemisthe"anchor",andtheroleofthislinkisto"brokentheanchor."
(3)Autonomouslearning—itisnottheteacherdirectlytellingstudentshowtosolvetheproblemstheyarefacing,buttheteacherprovidesstudentswithrelevantcluestosolvetheproblem,andpayspecialattentiontothedevelopmentofstudents’"autonomy"Theabilitytolearn.
(4) Съвместно учене-дискусия и обмен, чрез конфронтация на различни гледни точки, допълват, правилно и задълбочават разбирането на всеки ученик за текущия проблем.
(5)Effectevaluation-Becausethelearningprocessofanchoredteachingisaprocessofproblem-solving,thisprocesscandirectlyreflectthelearningeffectofstudents.Therefore,theevaluationofthiskindofteachingeffectdoesnotrequireaspecialtestindependentoftheteachingprocess.Itonlyneedstoobserveandrecordtheperformanceofstudentsatanytimeduringthelearningprocess.
3.Принципи на преподаване
Thesettingofthesituationisconsistentwiththeproblem,thedifficultyoftheproblemmustbemoderate,andtheremustbeacertaindegreeofauthenticity,andthestudent'ssubjectivitymustbefullydisplayedintheteaching.
4. Спомагателна система
Внимателно настройте ситуацията, съвместно обучение.
5. Обучаващ ефект
Може да култивира иновативността на студентите, способността за решаване на проблеми, независимото мислене, способност за сътрудничество и т.н.
6.Предложения за внедряване
Createasituationandthrowoutproblemsinatimelymanner,andpayattentiontosituationalinfectionandinfluence.
(7)Примерен режим на обучение
Theexampleteachingmodeismoresuitablefortheknowledgeofprincipleandregularity.Itisoneofthemostbasiccontentofideologicalandpoliticalteachinginmiddleschool.HewasproposedbytheAmericaneducationalpsychologistM.Wagenschein.
1. Теоретична основа
Followthelawsofhumancognition:theprocessfromindividualtogeneral,fromconcretetoabstract.Inteaching,theprinciplesandlawsofperceptionaregenerallyanalyzedfromsomeexamples,andthengraduallyrefined,summarized,andthenmigratedandintegrated.
2.Основна процедура
Thebasicprocessofexampleteachingis:clarifythe"ge"case→clarifythe"class"casebyexample→mastertheprincipleofthelawbyexample→masterthemethodologicalsignificanceoftheprincipleofthelaw→traintheapplicationoftheprincipleofthelaw
p>"Exemplaryteaching"advocatesselectingtypicalcasesthatcontainessential,fundamental,andbasicfactors.Throughthestudyofexamples,studentscanmovefromindividualtogeneral,fromconcretetoabstract,fromrealizingtopracticalunderstandingandmasteringThereareuniversallawsandprinciples.Theso-calledexemplificationof"ge"casesreferstotheuseoftypicalfactsandphenomenaasexamplestoillustratetheessentialcharacteristicsofthings;theso-calledexemplificationof"class"casesreferstotheuseofmanyfactsandphenomenathatareessentiallyconsistentwiththe"ge"casesToclarifytheessentialcharacteristicsofthings;exemplarymasteryoflawsandprinciplesreferstosummarizinglawsandprinciplesfromalargenumberof"class"cases.Intheprocessofsummarizingandsummarizing,attentionshouldbepaidtotheaccurateexpressionoflawsorprinciples,andtheprinciplesoflawsandprinciples.Thenamemustbeclear;thepurposeandsignificanceofmasteringtheprincipleoflawistoapplyit,soteachersshouldletstudentsmasterthemethodologicalmeaningofthelawandprinciple;inordertounderstandthedegreeofmasteryofthelawandprincipleofthestudent,soastoobtainfeedbackinformation,theapplicationoftheprincipleoflawisteachingAnessentiallink.
3. Образователни принципи
Tofollowthisbasicsequence:startwiththeindividual,summarizeintocategories,thenstartwithcategories,refineessentialcharacteristics,andfinallyrisetolawsandprinciples.
4. Спомагателна система
Изберете различни типични примери.
5. Обучаващ ефект
Helpsdevelopstudents'analyticalabilityandhelpsstudentsunderstandlawsandprinciples.
6.Предложения за внедряване
Itismoresuitablefortheteachingofsomeprinciplesandlawsinsocialsciences.Examplesmustberepresentativeanditisbesttostimulatestudents'interest.
(8) Режим на анализ на явленията
1. Теоретична основа
Itismainlybasedonthecognitivetheoryofconstructivism,payinggreatattentiontostudentsusingtheirownpreviousexperiencetoexplaintheproblem.
2.Основна процедура
Thebasicteachingprocedureofthephenomenonanalysismodeis:showthephenomenon→explainthecauseofthephenomenon→analyzetheresultofthephenomenon→analyzethesolution.Inteaching,acertainphenomenonoftenappearsintheformofmaterials,andstudentsmustbeabletorevealtheessencebehinditthroughthephenomenon.
3.Образователни принципи
Phenomenacanreflectessentiallaws,createademocraticenvironment,givefullplaytothesubjectivityofstudents,andletthemexplain.
4. Спомагателна система
За реални явления е най-добре да имате аудио-визуални средства.
5. Обучаващ ефект
Култивирайте аналитичността и изчерпателността на студентите.
6.Предложения за внедряване
Teachersshouldmobilizestudents’thinkingsothattheycandiscoverthelawsbehindthephenomena;theselectedphenomenashouldhaveacertaintypicalityandbeabletorevealthelawsbehindthem.
(9) GagneMode
1. Теоретична основа
Accordingtothetheoryofinformationprocessing,Gagnebelievesthattheconditionsoflearningaredividedintointernalconditionsandexternalconditions,andinternalconditionsarefurtherdividedintobasicprerequisitesandsupportingprerequisites.Supportiveprerequisitesplayanauxiliaryroleinthelearningprocess,butlearningcanhappenwithouttheseconditions,anditwillnotworkifthebasicprerequisitesaremissing.Differentlearningcategoriesrequiredifferentlearningconditions,andcanproducefivetypesoflearningresults:verbalinformation,intellectualskills,cognitivestrategies,motorskills,andattitudes.Verbalinformationincludesnames,symbols,factsandprinciples.Inorderforthelearningofverbalinformationtotakeplace,thecontentoftheverbalinformationmustbemeaningfultothelearner.Tocheckwhethertheverbalinformationismastered,somefactsmustbeasked.
Intelligentskills,includingdiscrimination,concepts,rules,andadvancedrules.Thelearningofwisdomskillsistoguidelearnerstofindthecorrectanswerbypresentingmanyrulesandexamples.Theresultsoflearningcanbeexaminedbyaskinglearnerstosolvespecificproblems.Cognitivestrategy,theteachingmethodofthisskillistodemonstrateorexplainthestrategy,thelearnerpractice,oncethestudentisfamiliarwithaproblem,anewproblemshouldbepresentedtohelpthestudenttransferthestrategy,ortoevaluatethestudent'smasteryofthestrategy.Movementskills,repeatedpracticetomasterthisskillisthekey.Themasteryofmotorskillscanbetestedbythetimeoraccuracyofcompletingthetask.Attitude,theprincipleofstrengtheningdependenceplaysamajorroleinattitudelearning.
Gagne’slearninghierarchytheoryismainlyapplicabletothelearningofwisdomskills.Learninghierarchytheory,alsoknownascumulativelearningtheory,itsbasicviewis:learninganynewwisdomskillrequiressomekindofpreviouslearning,andlearningiscumulative.Accordingtothedegreeofcomplexity,fromsimpletocomplex,Gagnedivideswisdomskillsintoeightlevels:signallearning,stimulus-responselearning,chainlearning,verbalassociation,discriminationlearning,conceptlearning,rulelearning,andadvancedrulelearning.Amongthem,thefirstfourtypesoflearningarethebasicformsoflearning,collectivelycalledassociativelearning.Schooleducationismoreconcernedwiththelatterfourtypesoflearning.
Gagneequatesthelearningprocessofpeoplewiththeprocessingofinformationbycomputers.Themainpointsinhislearningtheoryare:attention,selectiveperception,recitation,semanticcoding,extraction,reactionorganization,feedback.
2.Основна процедура
Съгласно стъпките на компютърната обработка на информацията (среда──рецептор──регистрация──код──мониторинг на изпълнението на реактора──ефектор──среда), той предложи метод на обучение с една стъпка:
(1)Привличане на внимание
(2) Информирайте целта
(3) Предпоставки за стимулиране на припомнянето
(4) Представяне на стимулиращи материали
(5) Предоставете насоки за обучение
(6) Вдъхновяваща производителност
(7) Предоставете обратна връзка за точността на изпълнението
(8) Оценка
(9) Подобрено задържане и прехвърляне
Gagnebelievesthattheninestagesoflearningaredividedintothreeparts,namelypreparation,operationandtransfer.
Preparationincludesacceptance,anticipation,andextractionintoworkingmemory.Thecorrespondingteachingeventistoattractattention,informthegoal,andstimulatetherecallofpreviousknowledge.Operationsincludeselectiveperception,semanticcoding,reaction,andreinforcement.Thecorrespondingteachingeventistopresentstimulation,providelearningguidance,elicitbehavior,andprovidefeedback.Learningtransferincludesextractionandreinforcement,extractionandgeneralization.Thecorrespondingteachingeventsareevaluatingbehavior,promotingretentionandmigration.
(10)Моделът на Ausubel
Ausubelisapracticalpersonwhoembodiesthetheoryofcognitivestructure.Hepopularlybelievesthatcognitivestructureisthereappearanceofbookknowledgeinstudents'minds,andistheresultandconditionofmeaningfullearning.Heemphasizedtheroleofageneral,clear,firm,distinguishable,andusablecognitivestructureinthelearningprocess,andestablishedthelearner’sclear,firm,andcognitivestructureofthetextbookasthemainpartofteaching.Task.Ausubel’smeaningfullearningtheoryemphasizesthestatusofcognitivestructure.Theupperlearning,lowerlearning,relatedcategorylearning,parallelcombinedlearningandcreativelearningproposedaroundthecognitivestructurearethenewandoldknowledge.Howitisorganizedprovidesamoreconvincingexplanation.Afterhim,thetheoryofcognitivestructurehasreallyattractedpeople'sattentionandhasbeenwidelyunderstood.
1. Теоретична основа - теорията за "смисленото приемане на ученето"
Basedonin-depthresearchonlearningtypes,thefamousAmericaneducationalpsychologistOsubel,"learning"isdividedinto"learning"accordingtoitseffects.Therearetwotypesofmeaningfullearningandmechanicallearning.Theso-calledmeaningfullearning?Itsessencerefersto:"Thenotionrepresentedbythesymbol,inanon-arbitrarywayandinsubstance(ratherthanliterally)?Itisconnectedwithwhatthelearneralreadyknows.Theso-callednon-arbitraryandsubstanceTheaboveconnectionmeansthattheseideasarerelatedtoacertainaspectofthelearner’soriginalcognitivestructure(suchasarepresentation,analreadymeaningfulsymbol,aconceptoraproposition).”Inotherwords,tothinkRealizemeaningfullearningThemeaningofrealknowledgeacquisition,thatis,hopetogainanunderstandingofthenatureandlawsofthingsreflectedinknowledgeandtherelationshipsbetweenthingsthroughlearning.Thekeyistolearnnewconceptsandnewknowledge(ieThe"idearepresentedbysigns"?)establishesanon-arbitrarysubstantiveconnectionwithacertainaspectofthelearner'soriginalcognitivestructure(representation,concept,orproposition).?Aslongasthisconnectioncanbeestablished,itismeaningfullearning,otherwiseitwillinevitablybemechanicallearningbyrote.Osubelbelievesthatwhetherthisconnectionbetweennewandoldknowledgecanbeestablishedisthesinglemostimportantfactorthataffectslearning,anditisthemostbasicandcoreprincipleineducationalpsychology.?Ashisrepresentativework"ACognitiveViewofEducationalPsychology"isexpressedinoversizedcharactersonthefrontpageofhisbook:?"IfIletalleducationalpsychologybereducedtojustoneprinciple,then?Iwillputitinanutshell:Thesinglemostimportantfactorthataffectslearningiswhatthelearneralreadyknows.Thisshouldbeascertainedandteachingshouldbebasedonit."
Osubelpointedout,?Therearetwodifferentwaysormethodstoachievemeaningfullearning:acceptancelearninganddiscoverylearning.Thebasiccharacteristicsofacceptinglearningare:"Allthecontentoftheknowledgelearnedisdeliveredtothelearnerinadefiniteway.Thelearningtopicdoesnotinvolveanyindependentdiscoveryofthestudent.ThelearneronlyneedstoThepresentedmaterial(nonsensesyllablesorpairedadjectives;apoemorgeometrictheorem)isinternalizedororganizedsothatitcanbeusedorreproducedatsomepointinthefuture."Thebasiccharacteristicsofdiscoverylearningare:?"Themaincontenttobelearnedisnotdelivered(bytheteacher),butmustbediscoveredbythelearnerbeforeitcanbeincorporatedintothestudent'scognitivestructureinasense."AusubelalsoemphasizedthatifthelearningisbasedonTheabilitychangescausedtodistinguishthetypesoflearning(whethermeaningfullearningcanbeachievedisthekeytothedevelopmentofabilitychanges),thatis,accordingtothemethodusedtocausetheabilitychange(thatis,themethodusedtoachievemeaningfullearning),then,Canonlydistinguishbetween"receptivelearning"and"discoverylearning"?Allothertypesoflearningcanbecombinedintothesetwotypes.Hebelievesthatsofarthemanyclassificationsoflearningtypesintheacademicworld(suchas"discriminationlearning"?,"conceptlearning","attemptandwronglearning"?,"conditionalresponselearning","matchingassociationlearning"...etc.)Allaretheresultsof"notdistinguishinglearningaccordingtotheabilitychangescausedbythesetypesoflearning"?
2 Стратегия за преподаване на "AdvanceOrganizer".
NotonlydidAusubelcorrectlypointoutthatmeaningfullearningcanbeachievedthroughboth"discoverylearning"and"acceptancelearning",butalsohowtousethesetwoteachingmethodsThespecificteachingstrategiestoachievemeaningfullearningarestudiedunderthespecificteachingmethods,especiallytheteachingstrategiesunderthe"transmit-receive"teachingmethodhavebeenexploredmoredeeply,andoutstandingresultsthathavebecomeamonumentinthefieldofpedagogicaltheoryhavebeenachieved──"AdvanceOrganizer"teachingstrategy.?Thisisateachingstrategyimplementedonthebasisofanalyzingandmanipulatingthreecognitivestructurevariables(thatis,theavailability,distinguishability,andstabilityoftheoriginalcognitivestructure)?Cognitivelearningtheoryasthebasishasstrongoperability.SinceAusubelputitforwardin1978,itsinfluencehasbeenexpanding.Uptonow,ithasbecomethemostrepresentativeandrepresentativeoftherealizationof"meaningfulacceptanceoflearning".Oneofthemostinfluentialandpracticalteachingstrategies.
3.Теория за мотивация
Onthebasisofin-depthresearchonthecognitiveconditionsandcognitivefactorsofthelearningprocess,Ausubelputforwardthetheoryof"meaningfulacceptanceoflearning"andtheteachingstrategyof"advancedorganizer",Andhealsonoticedthatanotherimportantfactoraffectingthelearningprocessistheroleofemotionalfactors,andputforwarduniqueinsightsinthisregard(Amongmanycontemporaryeducationalpsychologists,?CanattachimportancetotheroleofemotionalfactorsandcarryoutthisTheseinsightsarerare).Theseinsightscanbesummarizedasfollows:
(1)Hebelievesthattheinfluenceofemotionalfactorsonlearningismainlythroughmotivationinthefollowingthreeaspects:
①
Motivationcanaffecttheoccurrenceofmeaningfullearning.Becausemotivationisnotinvolvedinestablishingtheconnectionbetweennewandoldconcepts,newandoldknowledge,itdoesnotdirectlyaffecttheoccurrenceofmeaningfullearning,butmotivationdoesCanstrengthentheinteraction(actingasacatalyst)betweenoldandnewknowledgebyenablinglearnerstodevelopgreaterpotentialintheareasof"focusedattention","strengtheningeffort","persistenceoflearning"and"frustrationtolerance",etc.Effectivelypromotemeaningfullearning.
②
Motivationcanaffecttheretentionofacquiredmeaning.Becausemotivationdoesnotparticipateinestablishingtheconnectionbetweennewandoldknowledgeandtheinteractionbetweennewandoldknowledge,itcannotdirectlyaffectacquisition.Theretentionofmeaning,butretentionisalwaysachievedthroughthereviewprocess.Inthereviewprocess,motivationcanstillbeachievedbyenablinglearnersto"focuson","strengthenefforts",and"persistence".Greatpotentialtoimprovetheclarityandconsolidationofnewlyacquiredmeanings,therebyeffectivelypromotingretention.
③
Motivationcanaffecttheextractionofknowledge(recall).Excessivemotivationmayinhibittheextractionofknowledgethatcouldhavebeenextracted(notrecall)?,testSometimesduetopsychologicaltension,themotivationistoostrong,whichaffectstheperformanceofthenormallevelisanexample;onthecontrary,sometimesthemotivationistooweaktomobilizethefullpotentialofthelearner'snervoussystem,anditwillalsoweakentheextractionofexistingknowledge.
(2) Той вярва, че мотивацията е съставена от три вътрешни стимула
Becausemotivationistheinternalforcethatdrivespeopletoact,psychologistsoftencomparemotivationwithinternaldriveForceisregardedasasynonym.Osubelbelievesthatthecommonlyreferredtoasmotivationiscomposedofthreecomponents:"cognitivedrive","self-improvementdrive"and"attacheddrive".
Cognitivedrivereferstothedesireandmotivationtoacquireknowledge,understandthesurroundingworld,clarifyproblems,andsolveproblems.Itisroughlysynonymouswithcuriosityandthirstforknowledge.Thisinternaldriveissatisfiedfromtheactivityofseekingknowledge,soitisaninherentmotivationforlearning.Sincetheresultofmeaningfullearningisanincentiveforlearners,Osubelbelievesthatthisis“oneofthemostimportantmotivationsinmeaningfullearning”.Forexample,childrenarebornwithcuriosity.Themoretheycontinuetoexploreandunderstandtheworldaroundthem,themoretheywillbesatisfied.Thissenseofsatisfaction(asakindof"motivation")willfurtherstrengthentheirthirstforknowledge,thatis,enhancetheirdrivetolearn.
Self-improvementdrivereferstothelearningmotivationofchildrenwhohopetoimprovetheirstatusinthefamilyandschoolbygettinggoodgrades.?Aschildrengrowolder,theirself-awarenessincreases,andtheyhopetoberespectedinthefamilyandtheschoolcollective.?Thisdesirecanalsoencouragechildrentostudyhard,striveforgoodgrades,inordertowinastatusequivalenttotheirgrades.?Learnerswithstrongself-improvementdrivedonotpursueknowledgeitself,butstatussatisfactionoutsideknowledge(respectandstatus),sothisisanexternalmotivationforlearning.
Subsidiarydrivereferstoamotivationtoobtainderivedstatusthroughobedienceandobediencefromparentsandteachers.?Thismotivationisnotthepursuitofknowledgeitself,butthepursuitofself-esteemsatisfactionoutsideofknowledge(recognizedbyparentsandteachers),soitisalsoanexternallearningmotivation.
Theabovethreedifferentcomponentsofmotivationmaybeforeveryone,butthedifferentproportionsofthethreecomponentsdependonfactorssuchasage,gender,culture,socialstatus,andpersonalitycharacteristics.Depends.Inchildhood,ancillarydriveisthemainmotivationforachievinggoodacademicperformance;inlatechildhoodandadolescence,ancillarydriveisreduced,andthepursuitofparentalapprovalisshiftedtothatofpeers;inadolescenceandadulthood,self-improvementInternaldrivegraduallybecomesthemaincomponentofmotivation.Earlieremphasizedtheimportanceofinternalmotivation(cognitiveinternaldrive),butthisshouldneverbeusedtodevaluetheroleofexternalmotivation(especiallyself-improvementofinternaldrive).Self-improvementofinternaldriveinone'sacademicandprofessionalcareersisapowerfulmotivationthatcanworkforalongtime.?Thisisbecause,comparedwithothermotives,thismotivecontainsstrongeremotionalfactors,includingtheexpectation,desireandexcitementforsuccessandthesubsequentreputation,butalsothefailureandsubsequentAnxiety,anxietyandfearoflossofself-esteem.
Fromtheaboveintroductiononthe"motivationtheory"(includingthecompositionofmotivationcomponentsandtheroleofmotivation),itcanbeseenthat?Andtheimpacthasbeenstudiedindepth.?Ifwecanconsciouslyhelplearnerstograduallyformandcontinuouslystrengthentheabovethreemotivationsandindifferentstagesoftheteachingprocess(forexample,inmeaningfullearning,Thestagesofoccurrence,retentionofacquiredmeaning,andknowledgeextraction)appropriatelyusethesemotivations.Then,becausecognitivefactorsandemotionalfactorscanbebettermatchedinthelearningprocess,betterteachingresultswillbeachieved.
4.Основната процедура
предлага първия организатор на организацията—постепенна диференциация—всеобхватна интеграция.
(11) Режим на съвместно обучение
Itisastrategyfororganizingstudentstostudyingroups.Theachievementofthegroupiscloselyrelatedtotheperformanceoftheindividual.Johnson(D.W.Johnson,1989)believesthatcooperativelearningmusthavefiveelements:①Individualsactivelyrelyoneachother,②Individualshavedirectcommunication,③Individualsmustmasterthematerialsforthegroup,④Individualshavecollaborativeskills,⑤Groupstrategies.Cooperativelearningisconducivetothedevelopmentofstudents'individualthinkingabilityandmotorskills,enhancesthecommunicationandtolerancebetweenstudents,andcanalsocultivatestudents'teamspiritandimprovestudents'academicperformance.
Therearefourshortcomingsofcooperationintheclassroom:First,ifastudentwholearnsslowlyneedsthehelpofastudentwholearnsquickly,thenforthestudentwholearnsquickly,itwillHavetoslowdowntheprogressoflearningandaffecttheirowndevelopment.Secondly,studentswithstrongabilitymaydominatestudentswithpoorabilityortaciturn,makingthelattermoreretreat,andtheformerevenmoremindless.Third,cooperationtendstoignoreindividualdifferences,whichaffectsthelearningprogressofstudentswhofeelunnaturaltocooperation.Finally,theachievementsofthegrouprelytoomuchontheachievementsofindividuals.Onceanindividualisnotinterestedorincapable,itwillleadtofailureofcooperation.
(12)Модел за откриване на обучение
Discoverylearningisateachingmodelthatcultivatesstudentstoexploreknowledgeanddiscoverknowledgeasthemaingoal.Themostfundamentalpartofthismodelistoallowstudentstoexperiencetheprocessofknowledgegenerationlikeascientist'sdiscovery.Bruner(J.S.Bruner)believesthatthediscoveryteachingmethodhasfouradvantages:
1.Подобрява задържането на знания от учениците.
2.Theteachingprovidesinformationthatisconvenientforstudentstosolveproblems,whichcanincreasestudents'intellectualpotential.
3.Throughdiscoveringtheintrinsicmotivationthatcanmotivatestudents,arousetheirinterestinknowledge.
4. Учениците придобиват умения за решаване на проблеми.
Accordingtotheresearchofmanypsychologistsonthisteachingmode,itismoresuitableforteachinginthelowergrades,anditistootime-consumingtouseintheclassroomanddifficulttomaster.
Освен това има режим на семинарно преподаване, режим на запитване, базиран на предварителни концепции и т.н. Поради ограниченията на пространството няма да ги представя тук на никого.
Theteachingmodeisbasedontheteachingasawhole,andissummarizedandrefinedaccordingtotheprinciplesofteaching,whichistypical,stableandeasytolearn,includingteachingformsandmethods.Toputitsuccinctly,itisthebasicprocedureorframeworkofteachingactivitiesexpressedinsimplifiedformundertheguidanceofcertainteachingtheories.
Theteachingmodecontainscertainteachingthoughtsandcurriculumdesign,teachingprinciples,teacher-studentactivitystructure,methods,andmethodsundertheguidanceofthisteachingthought.Avarietyofteachingmethodscanbeconcentratedinoneeducationalmodel.
Anymodelisnotarigiddogma,butaproceduralframeworkwithstabilityanddevelopment.