教师资格考试中学教育知识与能力章节考点(36)

教师资格考试中学教育知识与能力章节考点(3.6) ( Teacher qualification examination, middle school education, knowledge

and competence, chapter 3.6 )

Teacher qualification examination, middle school education, knowledge and competence, chapter 3.6

The sixth section is the main viewpoints of the current teaching reform in China

First, the teaching concept in the new curriculum

(1) a comprehensive development view of teaching

The teaching concept of all-round development is prominently manifested in the following two aspects:

1., conclusion and process of unity

The relationship between the conclusion and the process reflects the relationship between knowledge, skills, process and method within the discipline. From the subject itself, the process of inquiring process of the subjects and research methods, research results of this subject (conclusion characterization of the concept of the principle of system), two is the relationship between the interaction, interdependence and mutual transformation. From the perspective of teaching, the teaching results, namely teaching to achieve the purpose or desired results; the process of teaching, that is to achieve the purpose of teaching activities or procedures to obtain the required conclusion must be

experienced. There is no doubt that the important purpose of stimulating learning is to enable students to understand and grasp the correct

conclusion, so it is necessary to make a conclusion. However, students without question, a series of judgment, comparison and selection, and the corresponding analysis, synthesis, generalization and understanding activity that without thinking process and cognitive style diversification, collision and debate and no comparison of multiple perspectives, it is difficult to obtain the conclusion, it is difficult to truly understand and consolidate. More importantly, there is no diversity and richness of the premise of the teaching process, the students' innovative spirit and innovative thinking can not be raised. Therefore, we should not only repeat the conclusion but also emphasize the process. Based on this, the new curriculum takes the process and the method itself as an important component of the curriculum goal, thus highlights the position of the process and method from the height of the curriculum goal.

2., the unity of cognition and affection

Learning process is a process of cognitive activity and affective activity which is based on the whole psychological activity of human being. Cognitive factors and affective factors both occur and interact in the course of learning. They form two different aspects of students' learning psychology, and exert great influence on learning activities from different perspectives. Without the participation of cognitive factors, learning tasks can not be completed; similarly, learning activities can neither occur nor sustain without affective factors.

(two) teaching view of interaction and interaction

Teaching is the unity of teacher's teaching and students' learning, and the essence of this unity is communication. According to this, modern teaching theory points out that the teaching process is the process of teacher-student interaction, active interaction and common development. No communication, no interaction, does not exist or has not occurred

only in the form of teaching, the teaching performance without substantive communication of "teaching" is a false teaching, the essence of the teaching location for communication. This is the right of the teaching process. It is not only in theory beyond the history of the "Teacher centered theory" and "student center theory", the reality of the students "special object theory" and "dominant subject theory", but also has very important practical significance in practice.

The communication between teachers and students in the teaching has the following properties: the nature of the interaction between teachers and students is the main body, the intercourse theory admitted that teachers and students are the main body of the teaching process, it has the independent personality value, both full equality in personality, that is only the value of equality between teachers and students, and there is no level, weak points.

The basic attributes of communication between teachers and students are interactivity and reciprocity. The theory of the communication between teachers and students, emphasize students ask the exchange of information dynamically, realize the interaction between teachers and students through the exchange of information, mutual communication, mutual influence, mutual complement, so as to reach a consensus, shared together, this is the true meaning of Teaching benefits teachers as well as students. Communication shows that teaching is not a mechanical summation of teaching and learning. Communication also means the transformation of teacher's role orientation. The teacher changes from the leading role in teaching to "the chief of equality", from the traditional knowledge teacher to the promoter of modern student development. It can be said that the creation of interactive and mutually beneficial teaching relationship based on teacher-student interaction is an important task in the reform of the new curriculum.

The teaching with the characteristics of interaction and interaction is often realized by means of dialogue. According to Jaspers, "dialogue is the realization of" truth and bright thought itself, is a special form of "between the various consciousness of equal value, meaning equal interaction". It emphasizes the "open" and "acceptance" of both sides. It is an activity that realizes the integration of horizons and spirits in the process of mutual listening, acceptance and sharing. It can be said that teaching dialogue is the process of two-way communication and common learning between teachers and students on the basis of mutual respect, trust and equal position, through conversation and listening.

(three) open and generative teaching view;

Open, from the content point of view, means that the scientific

world (Book World) return to life world, the life world is the foundation of the world of science, science is the meaning of the world is the source of education must return to the living world, return to children's life. The traditional education to students is fixed on the "book world" or "science world", education and people's "life world", to embody the education of all the significance and value of life, loss of meaning of education in the "life world" in the struggle, not to establish students' value of life order and life the way. Education is man's education, and it is the combination of science education and life education. Only education rooted in the living world and serving the living world has a strong vitality. Return to life world that is not to deny the rationality of science books of the world, but keep a tension between the two worlds, making science education without losing its meaning of existence for life and forget the world.

From the point of view of process, man is an open and creative existence. Education should not act in a rigid form on people, or it will

restrict and restrict the free development of human beings. Mani s an unfinished, non ultimate existence. Education should not take the midpoint of training as its end, and replace it with its goal. Otherwise, it will obstruct the development of humanb eing. Mani s not limited, nor can education limit man, but he can only lead man to be free and active. Therefore, classroom teaching should not be a closed system, nor should we rigidly adhere to the pre-set fixed program. In the process of implementation, the goal of presupposition should be put into the direct experience, flexible and flexible components and unexpected experiences. The improvisation in teacher-student interaction should be encouraged to exceed the

requirements of the goal.

The ultimate goal of open is to generate, each class should let students have real cognitive gains, but also must have more or less life perception. Classroom teaching should focus on the whole life of people who are growing and growing. The classroom teaching with no challenge for intelligence is not generative, and the classroom teaching without life is not generative. From the point of view of life, each lesson is a process of the synthesis of non repetitive passion and wisdom. From the view of psychology, classroom is often expressed as "enlightened", "click into place" and "my heart" and "deep my heart"; as "heart" and "fall into a reverie", "have mixed feelings", "is too wonderful for words"; spiritual resonance and resonance thinking; for clarity and vision the heart is bright.

According to the content, classroom generation has both explicit and implicit generation. Explicit generation is direct and superficial, while implicit generation is indirect and deep. From the original meaning of the formation, the generation mainly refers to the implicit generation, and the recessive generation has the most developed function.