The development history of "Curriculum and Teaching Theory"
1. The history of the development of teaching theory
Through reviewing the information and my understanding, I will summarize the development of teaching theory It is divided into four periods: "the embryonic period of teaching theory", "the formation period of teaching theory", "the development period of teaching theory", and "the prosperous period of teaching theory" , below I will elaborate on the development of teaching theory in each period
.
(1) The embryonic period of teaching theory
Whether in China or the West, since the emergence of educational activities, various teaching ideas have begun to form
. Confucius advocated the purpose of cultivating "gentlemen" and "adults" who "cultivate oneself and calm others", and clearly stated that the teaching task is to cultivate "juniors" and "adults" "The ideal personality and various talents;
?Confucius put forward the "Six Classics" (i.e., "Poems", "Books", and "Rites"?/question/7dc231f77e8026275.htmlConfucius' educational thoughts
Six classics ("Yue", "Yi" and "Spring and Autumn") and "Six Arts"
?In terms of teaching principles and methods, Confucius proposed enlightenment teaching,
< p>Teach students in accordance with their aptitude, combine learning with thinking, review the past and learn the new, etc. ?These ideas of Confucius had a profound impact on the subsequent development of curriculum and teaching ideas in our country. Some ideas (such as inspiring teaching, teaching students in accordance with their aptitude, etc.) are still used today. "Xue Ji" comes from "Book of Rites", which is the earliest in my country and even the world. "Study Notes"(more than 2000 years ago) Although it is not long, it involves a series of curriculum and teaching issues. ?In terms of the purpose of teaching, "Xue Ji" clearly states that "to build a country
people, teaching comes first"; in terms of the relationship between teaching and learning, it is proposed that "teaching complements each other";
In In terms of teaching methods, prevention, timeliness, sequence and observation are emphasized. Socrates proposed the "Intellectual Property Art", which became the origin of Western heuristic teaching
. He advocated that in teaching, teachers are like midwives who help mothers to give birth to babies. They focus on guiding and making insinuations to help students obtain the conclusions of problems rather than directly conveying the conclusions. Tell the students.
? Socrates, Quintilian
? Quintilian wrote the first Western education treatise on the basis of practice
"Principles of Oratory" systematically summarizes the teaching principles and methods for cultivating orators.
It is proposed to carry out teaching through practice, drill and observation.
(2) The Formative Period of Teaching Theory
The German educator Latteke was the first to advocate
Teaching Theory in the history of education. In 1612, he submitted to the princes of Frankfurt the school reform memorial "Teaching Theory or Teaching Technique", which proposed the study of how to teach - the focus is on how to teach. Ratke (Germany, 1612)
The question of how to obtain knowledge and education most easily and effectively for all people. J. A. Comenius (1592-1670), a famous Czech educator and the founder of theoretical and systematic teaching theory. Comenius proposed new principles of teaching methods in "The Great Doctrine":
(1) Principle of interest and spontaneity: For children, the desire for knowledge is natural and should be used < /p>
Teaching becomes a relaxing thing. Every possible method should be used to stimulate children's strong desire for knowledge and learning. It further advocates that learning should be in line with age characteristics and the development stage of understanding (principle of adaptability); the teaching of knowledge is a basic project and should be formed step by step in a certain order (Shun
Sequential principle).
(2) Principle of activities: “All kinds of activities should be learned through actual actions.
Craftsmen do not teach through long lectures, but teach from the beginning. They learn by doing actual work
In this way, they learn smelting from the smelting field, carving from carving, drawing from drawing, and learning from talking. Talk, learn to sing from singing, learn to reason from reasoning.” School is therefore a workshop for preparation
for good work. The activity principle actually expounds the idea of ??"learning by doing".
(3) Principle of intuition: “To the extent possible, everything should be placed in front of the senses.
Everything visible should be placed in front of the senses. Smells should be placed in front of the smell organ, and things that can be tasted and touched should be placed in front of the taste and touch organs respectively. If it can leave an impression on several senses at the same time, it should be in contact with several senses.
” Comenius specially studied teaching methods in science, art, Chinese, moral education, faith cultivation, etc.
He distinguished between different subjects and studied suitable teaching methods according to the characteristics of each subject. This
This is another contribution made by Comenius in the study of teaching theory. In education, he advocated that the purpose of education is to cultivate natural people; he opposed the harm and neglect of feudal education
Respect children and demand to improve their status in education;
? The naturalistic educational view advocated by Rousseau that respects children's natural nature and subject status, respects
children's needs, Ability and interest, following children's inner natural development, made teaching theory research a big step towards the development of psychology, and became the later "child-centered theory"
and The origin of the "Discovery Method".
The most prominent point in Pestalozzi's educational thought is the emphasis on emotional education, the education of love. He emphasized that educators must first have < /p>
With a loving heart, he wins the love and trust of students with kindness. There are two principles of education and teaching he advocates: (1) The principle of self-activity
The principle of education. Let children live a child's life, allowing children to move freely and develop freely with their natural spontaneous activity. (2) Intuition of the great democracy of the Catholic Church Educator)
Principle - The specific application of the principle of self-development based on self-activity in the process of knowledge mastering
is nothing more than self-development of intelligence through self-activity
< p>A principle of power, that is, we must start from intuition to form concepts and master knowledge. His principle of intuition emphasizes the acquisition of knowledge through the active thinking of the subject, so as to develop it. The intelligence of the subject. John Dewey (1859-1952), whose representative works include: "My Educational Creed";"School and Society"; "Children and Curriculum"; "How We Think"; "Schools of Tomorrow";
"Democracy and Education"; "The Transformation of Philosophy"; "Human Nature and Behavior"; "Experience and Nature";
"The Exploration of Certainty" "; "Experience and Education"
Dewey believed that the traditional school curriculum is subject-centered and does not consider children's interests and needs.
The subjects are divided too finely and are divorced from the reality of life. . He advocates that education is not preparation for future life.
He believes that "education is life", "education is growth" and "education is the continuous transformation of experience"; he believes that
"school That is society" and "education is a social process." He opposed subject-centered education.
Advocated that education should be child-centered and curriculum should be compiled centered on children's activities and lives. This
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Such courses are also called "activity courses" or "life courses".
Dewey’s four philosophical propositions: 1. Education is the continuous transformation of experience; 2. Education is a
social process; 3. Education is life; 4. Education is growth. .
In addition, Dewey believed that any approach that separates teaching materials and methods is extremely wrong
. The teaching materials are method-based teaching materials, and the methods are the methods of certain teaching materials. The unity of curriculum and teaching is essentially determined by the nature of experience. Experience is the unity of subject and object, and is the process and result of the interaction between subject and object. Separating curriculum and teaching is to separate the subject and object of experience, which will lead to a binary opposition between subject and object. In this way, the curriculum becomes something that teachers impose on children with the help of external teaching methods, and teaching is the control of children. Therefore, cutting the relationship between curriculum and teaching runs counter to the growth of experience. Herbart (1776, 1841) was a famous philosopher, psychologist and educator in modern Germany, and a pioneer of modern scientific educational theory. The publication of Herbart's "General Pedagogy" in 1806 marked the birth of "scientific pedagogy". The book "General Pedagogy" was originally titled "General Pedagogy Derived from the Purpose of Education".
This book attempts to explain some important issues in education from a psychological point of view, especially
Theoretical issues in teaching. Herbart pointed out that psychology is the first subject that educators must master
.
? The basic framework of Herbart’s pedagogical thought is: first, it is recognized that moral education is the highest purpose of education.
Secondly, it emphasizes that virtue is mainly formed through knowledge teaching. Third,
based on conceptual psychology, the process of knowledge teaching is systematically studied.
He proposed the theory of teaching
stages: "Clearness, Association, System and Method", and based on the theory of teaching stages, he formed the basic teaching procedures: perceiving new teaching materials, The connection between old and new knowledge, the systematization of knowledge
, and the application of knowledge;
Later, it was further supplemented by his student (Ziller) and developed into the famous "Five-stage Teaching"
Method” means preparation, prompting, comparison, summary, and application. This teaching method once dominated European and American classroom teaching for half a century, and its influence involved China and Japan.
(3) The Development Period of Teaching Theory. "Pedagogy" edited by Kailov discussed the teaching process, as well as the content of education
and teaching, and the basic organizational form of teaching work. , teaching methods, inspection and assessment of students' knowledge, etc. He discussed the essential issues of the teaching process based on the theory of dialectical materialism and put forward five principles to guide teaching work, namely intuition, consciousness and enthusiasm. , Consolidation,
Systematicity and coherence, popularity and acceptability. And the five-stage teaching method:
Organize teaching, review old knowledge, teach new knowledge, consolidate new knowledge, and assign
homework. Soviet educator Babansky (1927, 1987) is a representative figure of "optimization of teaching process" who takes ethics and epistemology as educational thoughts. The connotation of "teaching process optimization" refers to starting from
basic teaching theory, existing school conditions and actual possibilities of teachers and students, and based on certain standards
Measure the best results achieved by teaching. In addition, Babanski also analyzed
teaching optimization and proposed some methods that can not only improve educational efficiency but also prevent
excessive consumption of teachers’ time and energy.
Zhankov's "Teaching and Development" theory uses the theory of Vygotsky's Zone of Proximal Development, developed by his mentor and former Soviet author
Teaching principles
Principles: the principle of teaching with high difficulty, the principle of teaching at high speed, the principle of theoretical knowledge as a guide, the principle of making students understand the learning process,
The principle of general development for all students.
(4) The prosperous period of teaching theory
? Psychology-based teaching theory (North America)
Teaching goals: expected behavioral results (Skin Na's behavioral experimental analysis; Boo
Lum's classification of educational objectives)
Teaching process: interdependent organization, behavior reinforcement
Teaching principles: procedural teaching, Small steps, obvious responses, timely behaviorism psychology teaching theory
Feedback, self-determined learning pace
Main teaching methods: program teaching, computer-assisted teaching, self-teaching
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Units, individual learning methods, audio-visual teaching
Representative figures: