01/《Xueji》
1. Status: Xueji is the first educational monograph in the history of education in China and the world.
2. Teaching Principles:
(1) Teaching is mutually exclusive.
(2) Respect the teacher and the tao.
(3) The treasures complement each other.
(4) Yu Shi Sun Mo.
(5) Heuristic induction.
(6) Long good to save the lost.
In addition, the "Xueji" also advocates "learning is not sloppy", that is, teaching should follow the characteristics of students' psychological development and proceed step by step; at the same time, it attaches importance to students' learning, pointing out that "good scholars, teachers are easy and multiplying, and thus mediocre".
02/Confucius, Socrates
1. Confucius:
(1) The core of Confucius doctrine is "benevolence" and "etiquette"
(2) The object of education advocates "teaching without class"
(3) On the content of education
Confucius sorted out and revised six kinds of teaching materials, namely "Poetry", "Book", "Ritual", "Music", "Yi", and "Spring and Autumn", laying the foundation for the content of Confucian education. In Confucius's entire education, moral education occupies the primary position. Confucius's teaching content is partial to social personnel, to clerical affairs, and to science and technology and production labor.
(4) On teaching principles and methods
First, enlightenment and induction; second, teaching according to aptitude; third, combining learning, thinking, and acting; fourth, learning from the past and learning the new.
2. Socrates:
Heuristic teaching was first proposed in the West; Socratic question-and-answer (midwifery) included satire, definition, and midwifery.
03/ Educational function
(1) According to the object of educational function, it can be divided into individual development function and social development function.
(2) According to the direction of the role of educational functions, it can be divided into positive functions and negative functions.
(3) According to the presentation form of educational function, it can be divided into explicit function and implicit function.
04/ Factors affecting individual physical and mental development
(1) Heredity: premise, possibility, but can not determine human development.
(2) Environment: Providing multiple possibilities is the driving force and does not determine human development.
(3) Education (school education): play a leading role.
(4) Individual subjective initiative: Intrinsic motivation is the determining factor that promotes individual development from a potential possible state to a realistic state.
05/ The basic law of individual physical and mental development
06/School Culture
Implicit in the course type
(1) Conceptual culture (spiritual culture): it is the core, including the guiding ideology of running a school, the concept of education, the concept of morality, the way of thinking, the school spirit, the behavior habits, etc.
(2) Normative culture (institutional culture): it is a guarantee, including organizational form, rules and regulations, and role norms.
(3) Material culture: material foundation, including environmental culture and facility material culture.
07/Type of study
(1) Dual-track system: Western Europe (Britain, Germany, France, etc.);
(2) Monorail system: the United States;
(3) Branch-type academic system (Y-type academic system): China, Soviet Union.
08/Quality education
(1) Connotation: Quality education is education for all students; Quality education is an education that promotes the all-round development of students; Quality education is education that promotes the development of students' personality; Quality education is education that focuses on cultivating innovative spirit and practical ability.
(2) Characteristics: universal, comprehensive, basic, subjective, developmental, cooperative and future.
09/Educational purpose hierarchy
(1) The educational purposes of the State
(2) Training objectives of all types of schools at all levels
(3) The teacher's teaching objectives
It has also been argued that the level of educational purpose is divided into four levels: educational purpose, training objectives, curriculum objectives and teaching objectives.
10/ Characteristics of teacher labor
(1) the complexity and creativity of teachers' labor;
The creativity of teachers' labor is mainly manifested in three aspects:
(1) Teaching according to aptitude;
(2) Continuous updating of teaching methods;
(3) Teachers need "educational tact".
(2) The continuity and expansiveness of teachers' labor;
(3) the long-term and indirect nature of teachers' labor;
(4) The subjectivity and exemplary nature of teachers' labor;
(5) The individuality of teachers' labor methods and the collective nature of the fruits of labor.
11/ Professionalism of teachers
1. Teachers' professional ethics
(1) Treat the cause: be loyal to the people's educational cause;
(2) Treat students: love students;
(3) Treat the collective: unity and cooperation;
(4) Treat yourself: be a role model for others (good moral cultivation).
2. Teachers' knowledge literacy
(1) Political theory cultivation;
(2) Profound subject expertise (ontological knowledge);
(3) Extensive scientific and cultural knowledge;
(4) Necessary educational scientific knowledge (conditional knowledge);
(5) Rich practical knowledge.
3. Teachers' ability literacy
4. Occupational mental health
12/ Teacher-student relationship
1. The content of the teacher-student relationship:
(1) Teachers and students form an agreement between teaching and receiving in the teaching of educational content;
(2) Teachers and students are equal in personality;
(3) Teachers and students are socially and morally mutually reinforcing.
2. Basic types of teacher-student relationships:
(1) Authoritarian teacher-student relationship;
(2) Laissez-faire teacher-student relationship;
(3) Democratic teacher-teacher relationship.
13/Stage of Teacher Professional Development
(1) "Non-attention stage" (junior high school);
(2) "Virtual Attention" stage (teacher education, internship);
(3) "Survival Concern" stage (novice period);
(4) "Task Attention" stage (proficiency period)
(5) "Self-renewal concern" stage (expert teacher).
14/ Student Characteristics (Two Bodies and One Person)
(1) The student is the object of education (object);
(2) The student is the main body of self-education and development;
(3) Students are developing people.
15/ Course Type
(1) The inherent attributes of the course content: subject courses (sub-subject courses, the oldest, the most extensive range of one six arts, seven arts); Activity courses (experiential courses with an emphasis on interest motivation and experience, Dewey)
(2) The organization of course content: sub-subject courses (subject courses); Integrated Curriculum (Care Honors)
(3) The perspective of students' learning requirements: compulsory courses (national curriculum, local curriculum commonality); Elective Courses (Personality).
(4) Curriculum design, development, management of the main body: national curriculum; Local curriculum; School-based curriculum.
(5) Course tasks: basic courses (reading, writing, counting); Extended Courses; Research-based courses.
(6) Curriculum presentation (in a way that affects students): explicit curriculum; Implicit courses.
16/3D Course Objectives
(1) Knowledge and skills;
(2) processes and methods;
(3) Emotional attitudes and values.
17/ Basic rules of the teaching process
(1) Law of Indirectness: Indirect experience is combined with direct experience.
(2) Bilaterality law: the leading role of teachers is unified with the main role of students.
(3) Developmental law: mastery of knowledge and development of intelligence are unified.
(4) The law of educational nature: the imparting of knowledge is unified with the education of ideology and morality
18/ Teaching evaluation
Types of Teaching Evaluation:
(1) According to the role of teaching evaluation, it is divided into diagnostic evaluation. Formative and summative evaluations;
(2) According to the criteria adopted in the evaluation, it is divided into relative evaluation. Absolute evaluation and intra-individual difference evaluation;
(3) According to the different evaluation subjects, it is divided into external evaluation and internal evaluation.
19/ Teaching methods
(1) Teaching methods based on language transmission;
(2) Teaching methods based on intuitive perception;
(3) Teaching methods based on practical training;
(4) Teaching methods based on guided inquiry;
(5) Teaching methods based on emotional cultivation (experience).
20/ Teaching principles
(1) the principle of unifying scientific and ideological (educational);
(2) The principle of linking theory with practice;
(3) the principle of intuitiveness;
(4) the principle of heuristics;
(5) The principle of step-by-step (systematic principle);
(6) the principle of consolidation;
(7) The principle of teaching according to aptitude;
(8) The principle of quantitative force (the principle of acceptability).