Tilaolosuhteet
Tehokkaissa luokkahuoneissa tulisi olla seuraavat kaksi ehtoa
Ensinnäkin opiskelijoilla on oltava korkeatasoinen kolmiulotteisten opetustavoitteiden saavuttaminen.
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.
Tilarakenne
Opetustila sisältää yleensä viisi tekijää ja näiden viiden tekijän välinen säännöllinen suhde opetustilan rakenteeseen.
Theoreticalbasis
Theteachingmodeisareflectionofacertainteachingtheoryorteachingthought,anditisastandardofteachingbehaviorguidedbyacertaintheory.Differenteducationalviewsoftenproposedifferentteachingmodels.Forexample,thetheoreticalbasisoftheconceptacquisitionmodelandtheadvancedorganizationmodelisthelearningtheoryofcognitivepsychology,whilethetheoreticalbasisofthecontextualizationmodelistherelationshipbetweenhumanconsciousandunconsciousmentalactivities,andintellectualandemotionalactivitiesincognition.Unite.
Teachinggoals
Anyteachingmodelpointstoandcompletesacertainteachinggoal.Inthestructureoftheteachingmodel,theteachinggoalisatthecoreandplaysaroleinotherfactorsthatconstitutetheteachingmodel.Restrictivefunction,whichdeterminestheoperatingproceduresoftheteachingmodeandthecombinedrelationshipbetweenteachersandstudentsinteachingactivities,andisalsothestandardandyardstickforteachingevaluation.Itispreciselybecauseofthestronginternalunityofteachingmodeandteachinggoalthatdeterminestheindividualityofdifferentteachingmodes.Differentteachingmodesservetoaccomplishcertainteachinggoals.
Operatingprocedures
Eachteachingmodehasitsownspecificlogicalstepsandoperatingprocedures.Itstipulateswhatteachersandstudentsdofirstandwhattodolaterintheteachingactivities.Thetasksthatthestepsshouldaccomplish.
Toteutusehdot
viitaavat erilaisiin ehtotekijöihin, jotka voivat tehdä opetustilan tehokkaaksi, kuten opettajat, opiskelijat, opetuksen sisältö, opetusmenetelmät, opetusympäristö, opetusaika ja pian.
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.
Kehittäminen
1.Yksiopetusmallista monipuoliseen opetusmalliin
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.Induktiivisesta deduktiiviseen opetusmallin kehittämiseen
Theinductiveteachingmodelemphasizessummarizingandsummarizingfromexperience.Itsstartingpointisexperience,andtheprocessofformingthinkingisinduction.Deductiveteachingmodereferstostartingfromascientifictheoreticalhypothesis,deducingateachingmode,andthenusingrigorousexperimentstoverifyitseffectiveness.Itsstartingpointistheoreticalhypothesis,andtheprocessofformingthinkingisdeduction.Theinductiveteachingmodelcomesfromthesummaryofteachingpractice,anditisunavoidablethattherearesomeuncertainties,andsomeplacescannotbejustified.Thedeductiveteachingmodelhasacertaintheoreticalbasis,canjustifyitself,andhasitsowncompletesystem.
3."opetukseen" perustuvasta opetusmallista "oppimiseen" perustuvaan opetusmallin kehittämiseen
Traditionalteachingmodelsareallexplainedfromtheperspectiveofhowteachersteach,ignoringtheissueofhowstudentslearn.Dewey's"anti-traditional"teachingmodelmadepeoplerealizethatstudentsshouldbethemainbodyoflearning,andthusbeganthestudyofthe"learning"teachingmodel.Thedevelopmenttrendofmodernteachingmodeistoattachimportancetothesubjectivityofstudentsinteachingactivities,attachimportancetostudents'participationinteaching,andrationallydesign"teaching"and"learning"activitiesaccordingtotheneedsofteaching.
4.Opetustilan nykyaikaistaminen
Intheresearchofcontemporaryteachingmode,moreandmoreattentionispaidtotheintroductionofmodernscienceandtechnologyoftheoriesandnewachievements.Someteachingmodelshavebeguntopayattentiontotheuseofadvancedscientificandtechnologicalachievementssuchascomputers,andthescientificcontentofteachingconditionsisgettinghigherandhigher,makingfulluseoftheavailableteachingconditionstodesignteachingmodels.
Overviewofthemodel
Theteachingmodelistheconcretizationofteachingtheoryandthegeneralizedformandsystemofteachingpractice.Ithasdiversityandoperability.Therefore,teachers’Therearecertainrequirementsforselectionandapplication.Theteachingmodemustbeconsistentwiththeteachinggoal.Theactualteachingconditionsshouldbeconsideredtochoosetheteachingmodefordifferentteachingcontents.Ofcourse,wemustfirstunderstandwhatteachingmodesareavailableandwhataretheircharacteristics..
(1)Lähetys——Vastaanotto
ThisteachingmodeoriginatedfromHerbart’sfour-stageteachingmethod,whichwaslatertransformedintomycountrybyKairovandothersintheformerSovietUnion..Itiswidelypopularinourcountry,andmanyteachersconsciouslyorunconsciouslyusethismethodinteaching.Thismodelaimsatimpartingsystemknowledgeandcultivatingbasicskills.Itsfocusistofullyexploretheroleofhumanmemory,reasoningabilityandindirectexperienceinmasteringknowledge,sothatstudentscangraspmoreinformationquicklyandeffectively.Thismodelemphasizestheguidingroleofteachers.Itbelievesthatknowledgeisaone-waytransferfromteacherstostudents,anditpaysgreatattentiontotheauthorityofteachers.
1.Teoreettinen perusta
Designedaccordingtotheprinciplesofbehavioralpsychology,especiallyinfluencedbythetrainingpsychologyofSkinner'soperationalconditioning,emphasizingthecontroloflearners'behaviortoachievepredeterminedgoals.Itisbelievedthataslongasitisstrengthenedthroughcontact-feedback-suchrepeatedcyclescanshapeeffectivebehavioralgoals.
2.Perusopetuksen menettelyt
Tämän tavan opettamisen perusmenettely on:vanhojen oppituntien tarkistaminen-stimuloi oppimismotivaatiota-opeta uusia oppitunteja-konsolidoi harjoitukset-tarkista ja arvioi -välitarkistus.
Reviewingoldlessonsistostrengthenmemory,deepenunderstanding,strengthentheinterconnectionbetweenknowledgeandsystematicallyorganizeknowledge.Stimulatinglearningmotivationistosetupacertainsituationandintroduceactivitiesaccordingtothecontentofthenewcoursetostimulatestudents'interestinlearning.Teachingnewlessonsisthecoreofteaching.Inthisprocess,teachers’teachingandguidancearethemainstay.Studentsgenerallymustabidebydisciplineandfollowtheteacher’steachingrhythmtocompletethetasksassignedtothemstepbystep.Consolidationexercisesareaprocessinwhichstudentsapplynewknowledgeandpracticeproblem-solvingintheclassroom.Inspectionandevaluationistocheckthestudents'masteryofnewknowledgethroughthestudents'classandhomework.Intervalreviewistostrengthenmemoryanddeepenunderstanding.
3.Opetusperiaatteet
Teachersshouldprocessandorganizetheteachingcontentaccordingtothecognitivelevelofthestudents’knowledgestructure,andstrivetomaketheimpartedknowledgerelatetothestudents’originalcognitivestructure.Togivefullplaytotheleadingroleofteachers,teachersneedtohaveahighleveloflanguageexpressionskillswhenimpartingknowledge,andatthesametimetheymusthaveexperienceandawarenessoftheproblemsthatstudentsoftenencounterwhentheymasterknowledge.
4. Apujärjestelmä
Oppikirjat, liitutaulut, liidut, fläppitaulut, mallit, projektorit jne.
5.Opetusvaikutus
Advantages:Studentscanreceivealotofinformationinashorttime,cancultivatestudents'discipline,andcancultivatestudents'abstractthinkingability.Disadvantages:Itisdifficultforstudentstotrulyunderstandtheinformationtheyreceive.Thecultivationofasingularandmodularpersonalityisnotconducivetothedevelopmentofinnovativeandanalyticalstudents,anditisnotconducivetothecultivationofstudents'innovativethinkingandpracticalproblem-solvingabilities.
6.Tämän mallin käyttöä koskevia ehdotuksia
Itismoreeffectivetointroduceexplanatorycontent.Itismorefeasiblewhenstudentsareexpectedtomastercertainknowledgeinashorttimetotakethetest.Teachersshouldnotuseitinanyteachingcontent.Theuseofthismodelwillinevitablyleadtoa"fullhouse"teachingmodelinthelongrun,whichisveryunfavorabletotheoveralldevelopmentofstudents,thustrainingalargenumberofhigh-scoreandlow-poweredpeoplewithoutideasandopinions.
(2)Itseopiskelu──Tutorointi
Theteachingmodeofself-studyandtutoringisthemodeofindependentlearningundertheguidanceofteachers.Thisteachingmodecancultivatestudents'independentthinkingability,andmanyteachersuseitinteachingpractice.
1.Teoreettinen perusta
Startingfromhumanism,payattentiontogivingfullplaytothesubjectivityofstudents,withthegoalofcultivatingstudents’learningability.
Thisteachingmodelisbasedonlettingstudentsstudyindependently,andthenteacherswillguidethemaccordingtotheirspecificconditions.Itrecognizesthevalueoftrialanderrorinthelearningprocessofstudents,andcultivatesstudents'abilitytothinkindependentlyandlearntolearn.
2.Perusopetuksen menettelyt
Itseopiskelun opetusmenetelmät ovat:self-study-discussion-enlightenment-yhteenveto-käytännön vahvistaminen.
Inthecourseofteaching,teachersassignsomelearningtasksrelatedtothenewteachingcontenttoorganizestudents’self-studyaccordingtothestudents’recentdevelopmentareas.Accordingtothesesituations,theteacherinstructsandinspiresthestudents,sumsuptherules,andthenorganizesthestudentstopracticeandconsolidate.
3.Opetusperiaatteet
Thedifficultyofself-studycontentisappropriate.Teachersshouldmaketimelysuggestionsduringtheteachingprocess.Firstcarryoutself-study,andthentheteacherwillguideandsummarizeandsummarize.
4. Apujärjestelmä
Itisnecessarytoprovidenecessarylearningmaterialsandlearningauxiliaryfacilitiestoprovidestrongsupporttostudentsforself-study.
5.Opetusvaikutus
Advantages:Itcancultivatestudents'abilitytoanalyzeandsolveproblems;itishelpfulforteacherstoteachstudentsinaccordancewiththeiraptitude;itcangivefullplaytotheautonomyandcreativityofstudents;itishelpfulforcultivatingthespiritofcooperationamongstudents.Disadvantages:Ifstudentsarenotinterestedinself-studycontent,theymaygetnothinginclass;ittakesalongtime;teachersarerequiredtoobservestudents'learningconditionsverykeenly,andifnecessary,inspireandmobilizestudents'learningenthusiasm,andexplainandexplaintodifferentstudentsTeaching,soitisdifficulttocarryoutinlargeclassteaching.
6.Toteutusehdotukset
Itisbesttochoosecontentthatstudentsaremoreinterestedinattherighttimeforself-study.Teachersshouldhavehighorganizationalskillsandprofessionalskills.Lecturersshouldavoidexplanationsbutbemoreinspired.
(3) Kyselyyn perustuva opetus
Kyselypohjainen opetus keskittyy ongelmien ratkaisemiseen, keskittyy opiskelijoiden itsenäiseen toimintaan ja keskittyy opiskelijoiden ajattelukyvyn kasvattamiseen.
1.Teoreettinen perusta
Piagetan ja Brunerin konstruktivistisen teorian mukaan se keskittyy opiskelijoiden ennakointiin, kokemukselliseen opetukseen ja kehittää opiskelijoiden kyselyjä ja ajattelukykyä.
2.Perusmenettely
Opetuksen perusmenettely on:kysymys-hypoteesi-perustelu-vahvistus-yhteenveto ja parantaminen.
Firstcreateacertainproblemsituationtoaskthequestion,thenorganizethestudentstoguessandmakeahypotheticalexplanationoftheproblem,thendesignexperimentstoverify,andfinallysummarizethelaws.
3.Opetusperiaatteet
Toestablishademocraticandtolerantteachingenvironmentandgivefullplaytostudents’thinkingabilities,teachersmustmasterstudents’precognitivecharacteristicsandimplementcertainteachingstrategies.
4. Apujärjestelmä
Requirescertainequipmentandrelatedmaterialsforstudentstoexploreandlearn.
5.Opetusvaikutus
Advantages:Itcancultivatetheabilityoflearninginnovationandthinking,cancultivatethespiritofdemocracyandcooperationofstudents,andcancultivatetheabilityofstudentstolearnindependently.Disadvantages:Generally,itcanonlybecarriedoutinsmallclasses,whichrequiresabetterteachingsupportsystemandrequiresalongtimeforteaching
.
6.Toteutusehdotuksia
Intheinquiryteaching,teachersmustrespectthesubjectivityofstudentsandcreateatolerant,democraticandequalteachingenvironment.Teachersmustencouragestudentswhobreaktherulestoacertainextent,anddon’tgivestudentslightlyTosayrightorwrong,teachersshouldfocusonguidanceandmustnoteasilyinformstudentsoftheresultsoftheinquiry.
(4)Conceptacquisition-tila
Thegoalofthismodeistoenablelearnerstodeveloptheirthinkingskillsbyexperiencingtheformationprocessoftheconceptstheyhavelearned.Thismodelmainlyreflectstheviewpointofcognitivepsychology,emphasizingtheviewpointthatlearningistheorganizationandreorganizationofcognitivestructure.
1.Teoreettinen perusta
ThethinkingresearchtheoryofBruner,GoodnowandAustin.Theybelievethatclassificationistotreatdifferentthingsasequals,andtosimplifyandsystematizethesurroundingworld,soastoestablishcertainconceptstounderstandthecomplexworld.Brunerbelievesthatso-calledconceptsarethoughtsorabstractionsformedbyclassificationbasedonobservations.Intheprocessofconceptformation,wepaidgreatattentiontosomesimilarelementsinthings,whileignoringthosedifferences.Fiveelementsareneededtodefineaconcept:name,definition,attributes,examples,andinterrelationshipswithotherconcepts.
2.Perusmenettely
Theconceptacquisitionmodelincludesthesesteps:theteacherselectsanddefinesaconcept—theteacherdeterminestheattributesoftheconcept—theteacherpreparestochooseaffirmativeandnegativeexamples—introducesstudentsintotheconceptualizationprocess—presentsexamples—studentsSummarizeanddefine-providemoreexamples-furtherstudyandformcorrectconcepts-theuseandexpansionofconcepts.
3.Opetusperiaatteet
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. Apujärjestelmä
requiresalotofpositiveandnegativeexamples,andteachersneedtopreparecarefullybeforeclass.
5.Opetusvaikutus
Itcancultivatestudents'inductiveanddeductiveability,canformrelativelyclearconcepts,andcancultivatestudents'rigorouslogicalreasoningability.
6.Toteutusehdotuksia
Toimplementteachingforhighlyconceptualcontent,teachersshouldsortouttheconnotationandextensionoftheconceptwellbeforeclass.
(5)Butlerin itsenäinen oppimismalli
Inthe1970s,theAmericaneducationalpsychologistButlerproposedthe7elementsofteachingandproposedthe"sevenstages"teachingtheory.Greatinternationalinfluence.
1.Teoreettinen perusta
Itsmaintheoreticalbasisisthetheoryofinformationprocessing.
2.Opetusmenettely
Perusopetusmenettely on:tilanteen määrittäminen──moottorin stimulointi──opetuksen järjestäminen──uuden tiedon soveltaminen──testaa ja arvioi──vahvistetaan harjoituksia──siirtää ja laajentaa”
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.Opetusperiaatteet
Startingfromthetheoryofinformationprocessing,Butlerpaysgreatattentiontotheadjustmentofmetacognition,useslearningstrategiestoprocesslearningtasks,andfinallygenerateslearningresults.Whenteachersusethismodel,theyshouldalwaysremindstudentstoreflectontheirlearningbehavior.Itisnecessarytoconsidertheconstituentelementsofvariousstepsandfocusondifferentsituations.
4. Apujärjestelmä
Yleinen luokkaympäristö, opettajat hallitsevat oppimisstrategiat.
5.Opetusvaikutus
Thisisarelativelyuniversalteachingmode.Itcanbetransformedintodifferentteachingmethodsaccordingtodifferentteachingcontent.Aslongastheteacherisflexible,hecanachievetheteachingeffecthewants.
6.Toteutusehdotuksia
Theteachershouldbearesearch-orientedteacher,withacertainknowledgeofpedagogyandpsychology,andmastermetacognitivestrategies,sothatthisteachingmodelcanbeusedflexibly.
(6)Ankkuroitu opetus
Thiskindofteachingisbasedoncontagiousrealeventsorrealproblems.Determiningsuchrealeventsorproblemsisvividlycomparedto"anchor",becauseoncesucheventsorproblemsaredetermined,theentireteachingcontentandteachingprocessarealsodetermined(justlikeashipisanchored).
1.Teoreettinen perusta
Sen teoreettinen perusta on konstruktivismi.
Constructivismbelievesthatlearnerswanttocompletethemeaningconstructionoftheknowledgetheyhavelearned,thatis,toachieveadeepunderstandingofthenatureandlawsofthethingsreflectedbytheknowledgeandtheconnectionsbetweenthethingsandotherthings.Agoodwayistoallowlearnerstofeelandexperienceintherealenvironmentoftherealworld(thatis,tolearnbyacquiringdirectexperience),ratherthanjustlisteningtoothers(suchasteachers)introducingandexplainingthisexperience.Becauseanchoredteachingisbasedonrealcasesorproblems(asan"anchor"),itissometimescalled"case-basedteaching"or"problem-basedteaching"or"situationalteaching".
2.Perusmenettely
Ankkuroitu opetus koostuu useista linkeistä:
(1)Createasituation-enablelearningtooccurinasituationthatisbasicallyconsistentwithorsimilartotheactualsituation.
(2)Determinetheproblem-intheabovesituation,choosetheauthenticeventorproblemcloselyrelatedtothecurrentlearningthemeasthecentralcontentoflearning.Theselectedeventorproblemisthe"anchor",andtheroleofthislinkisto"brokentheanchor."
(3)Autonomouslearning—itisnottheteacherdirectlytellingstudentshowtosolvetheproblemstheyarefacing,buttheteacherprovidesstudentswithrelevantcluestosolvetheproblem,andpayspecialattentiontothedevelopmentofstudents’"autonomy"Theabilitytolearn.
(4)Yhteistyössäoppiminen-keskustelu ja muutos, eri näkökulmien vastakkainasettelun kautta, täydentää, korjata ja syventää opiskelijan käsitystä nykyisestä ongelmasta.
(5)Effectevaluation-Becausethelearningprocessofanchoredteachingisaprocessofproblem-solving,thisprocesscandirectlyreflectthelearningeffectofstudents.Therefore,theevaluationofthiskindofteachingeffectdoesnotrequireaspecialtestindependentoftheteachingprocess.Itonlyneedstoobserveandrecordtheperformanceofstudentsatanytimeduringthelearningprocess.
3.Opetusperiaatteet
Thesettingofthesituationisconsistentwiththeproblem,thedifficultyoftheproblemmustbemoderate,andtheremustbeacertaindegreeofauthenticity,andthestudent'ssubjectivitymustbefullydisplayedintheteaching.
4. Apujärjestelmä
Aseta tilanne huolella, yhteistoiminnallinen oppiminen.
5.Opetusvaikutus
Se voi kasvattaa opiskelijoiden innovatiivisuutta, ongelmanratkaisukykyä, itsenäistä ajattelukykyä, yhteistyökykyä jne.
6.Toteutusehdotuksia
Createasituationandthrowoutproblemsinatimelymanner,andpayattentiontosituationalinfectionandinfluence.
(7)Esimerkkiopetustila
Theexampleteachingmodeismoresuitablefortheknowledgeofprincipleandregularity.Itisoneofthemostbasiccontentofideologicalandpoliticalteachinginmiddleschool.HewasproposedbytheAmericaneducationalpsychologistM.Wagenschein.
1.Teoreettinen perusta
Followthelawsofhumancognition:theprocessfromindividualtogeneral,fromconcretetoabstract.Inteaching,theprinciplesandlawsofperceptionaregenerallyanalyzedfromsomeexamples,andthengraduallyrefined,summarized,andthenmigratedandintegrated.
2.Perusmenettely
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.Koulutusperiaatteet
Tofollowthisbasicsequence:startwiththeindividual,summarizeintocategories,thenstartwithcategories,refineessentialcharacteristics,andfinallyrisetolawsandprinciples.
4. Apujärjestelmä
Valitse erilaisia tyypillisiä esimerkkejä.
5.Opetusvaikutus
Helpsdevelopstudents'analyticalabilityandhelpsstudentsunderstandlawsandprinciples.
6.Toteutusehdotukset
Itismoresuitablefortheteachingofsomeprinciplesandlawsinsocialsciences.Examplesmustberepresentativeanditisbesttostimulatestudents'interest.
(8)Ilmiöanalyysitila
1.Teoreettinen perusta
Itismainlybasedonthecognitivetheoryofconstructivism,payinggreatattentiontostudentsusingtheirownpreviousexperiencetoexplaintheproblem.
2.Perusmenettely
Thebasicteachingprocedureofthephenomenonanalysismodeis:showthephenomenon→explainthecauseofthephenomenon→analyzetheresultofthephenomenon→analyzethesolution.Inteaching,acertainphenomenonoftenappearsintheformofmaterials,andstudentsmustbeabletorevealtheessencebehinditthroughthephenomenon.
3.Koulutusperiaatteet
Phenomenacanreflectessentiallaws,createademocraticenvironment,givefullplaytothesubjectivityofstudents,andletthemexplain.
4. Apujärjestelmä
Todellisilla ilmiöillä on parasta olla audiovisuaaleja.
5.Opetusvaikutus
Välittää opiskelijoiden analyyttistä kykyä ja ymmärrystä.
6.Toteutusehdotuksia
Teachersshouldmobilizestudents’thinkingsothattheycandiscoverthelawsbehindthephenomena;theselectedphenomenashouldhaveacertaintypicalityandbeabletorevealthelawsbehindthem.
(9)GagneMode
1.Teoreettinen perusta
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.Perusmenettely
Tietokoneenkäsittelyn vaiheiden mukaan (ympäristö──reseptori──rekisteröinti──koodi──reaktorin suoritusvalvonta──efektori──ympäristö), hän ehdotti:
(1) Houkutteleminen
(2)Ilmoita kohde
(3)Edellytykset takaisinkutsun stimuloimiseksi
(4)Stimulusmateriaalien esittäminen
(5)Oppimisopastuksen tarjoaminen
(6)Inspiroi suorituskykyä
(7)Anna palautetta suorituskyvyn tarkkuudesta
(8)Arviointi
(9)Parannettu säilytys ja siirto
Gagnebelievesthattheninestagesoflearningaredividedintothreeparts,namelypreparation,operationandtransfer.
Preparationincludesacceptance,anticipation,andextractionintoworkingmemory.Thecorrespondingteachingeventistoattractattention,informthegoal,andstimulatetherecallofpreviousknowledge.Operationsincludeselectiveperception,semanticcoding,reaction,andreinforcement.Thecorrespondingteachingeventistopresentstimulation,providelearningguidance,elicitbehavior,andprovidefeedback.Learningtransferincludesextractionandreinforcement,extractionandgeneralization.Thecorrespondingteachingeventsareevaluatingbehavior,promotingretentionandmigration.
(10)Ausubelin malli
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.Teoreettinen perusta - "oppimisen mielekkään hyväksymisen" teoria
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 "AdvanceOrganizer" -opetusstrategia
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.Motivaatioteoria
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) Hän uskoo, että motivaatio koostuu kolmesta sisäisestä voimasta
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.Perusmenettely
ehdottaa ensimmäistä järjestäjää – asteittaista eriyttämistä – kokonaisvaltaista integrointia.
(11)CooperativeLearningMode
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)Discovery-oppimismalli
Discoverylearningisateachingmodelthatcultivatesstudentstoexploreknowledgeanddiscoverknowledgeasthemaingoal.Themostfundamentalpartofthismodelistoallowstudentstoexperiencetheprocessofknowledgegenerationlikeascientist'sdiscovery.Bruner(J.S.Bruner)believesthatthediscoveryteachingmethodhasfouradvantages:
1.Parannetaan opiskelijoiden tietojen säilyttämistä.
2.Theteachingprovidesinformationthatisconvenientforstudentstosolveproblems,whichcanincreasestudents'intellectualpotential.
3.Throughdiscoveringtheintrinsicmotivationthatcanmotivatestudents,arousetheirinterestinknowledge.
4.Oppilaat hankkivat ongelmanratkaisutaitoja.
Accordingtotheresearchofmanypsychologistsonthisteachingmode,itismoresuitableforteachinginthelowergrades,anditistootime-consumingtouseintheclassroomanddifficulttomaster.
Lisäksi on olemassa opetustila, ennakkokäsitteisiin perustuva kyselyopetustila jne. Tilarajoitusten vuoksi en esittele niitä yhdessä.
Theteachingmodeisbasedontheteachingasawhole,andissummarizedandrefinedaccordingtotheprinciplesofteaching,whichistypical,stableandeasytolearn,includingteachingformsandmethods.Toputitsuccinctly,itisthebasicprocedureorframeworkofteachingactivitiesexpressedinsimplifiedformundertheguidanceofcertainteachingtheories.
Theteachingmodecontainscertainteachingthoughtsandcurriculumdesign,teachingprinciples,teacher-studentactivitystructure,methods,andmethodsundertheguidanceofthisteachingthought.Avarietyofteachingmethodscanbeconcentratedinoneeducationalmodel.
Anymodelisnotarigiddogma,butaproceduralframeworkwithstabilityanddevelopment.