? Paper Keywords: community teaching process teaching principles
Abstract: community education and teaching need to solve two basic problems, namely, solving individual needs and promoting the relationship between people? Adaptive balance? Its essence is a practical process. The teaching process is influenced by explicit and implicit factors such as the field environment, purpose, task, object and teaching support conditions of community education. From the perspective of learning theory and post-modernism, the teaching process shows the characteristics of multi-center teaching influence, extensive organization form and flat subject relationship. It is helpful to realize the teaching optimization of community education by adopting the principles of appropriateness of teaching objectives and contents, flexibility of teaching means and flexibility of teaching organization. ?
First, research on the nature of community education.
The research on the nature, attributes and characteristics of community education in China's 30-year development process is still in a vague stage, and the views and theories on the definition, functions and tasks, teaching contents and organizational forms of community education have not been well practiced. Community education is an educational activity process based on community to improve the quality of life of all community members and realize community development. It is a concept of great education. ? Although this concept is widely accepted, it is also called academic? Fuzzy generalization? Phenomenon, the essence of community education should be based on community or education has also produced differences. What is the essential attribute of community education? Community? A more novel view holds that community education is a new model of social work; On the other hand, community education is a subordinate concept of education, and it is a regional and organized educational process and activity that mainly affects individuals. The influence of educational system and non-educational system is included in the scope of community education. At present, most people agree with the second view. Based on the study of social education and community work and the analysis of the current situation of community education implementation, the author thinks it is necessary to re-examine the views on the essence of community education. The diversity of subjects, the universality of objects, the richness of contents, the diversity of forms, the compensation of ways and the vastness of fields in the implementation of community education are all recognized by the vast number of theoretical researchers and practitioners. These characteristics determine that the premise of the existence and development of community education is not its educational attribute, because educational institutions and departments do not have so much energy to mobilize the resources needed for community education and realize the goals of community education, and the participants in community education still lack the consciousness and spontaneity of education. Therefore, on the basis of thinking that community education is a big education, we can think that community education is a kind of weakened and generalized education. On the basis of comprehensive investigation of community and practice, according to its essential level and progressive principle, combined with the objectives and characteristics of social work, community education should first belong to the category of community work or social work. Under this premise, community education is a way and means to influence individuals and promote community work.
Based on the above understanding, the paradigm of community education and teaching analysis has undergone tremendous changes, laying an epistemological foundation for this analysis. The essence of the particularity of social work is the overall perspective and respect for differences, and it pays attention to the wholeness of people, including environment and behavior. Therefore, the goal of community education and teaching is no longer limited to improving individual quality, consumption, life education and other functional areas, but needs to solve two basic problems: first, to solve individual needs, which is called settling the meaning of individual life; Second, starting from the social standard, promoting people and the environment? Adaptive balance? .
The teaching process of community education is more socially binding and practical, and it is a process of social and cultural adaptation and balance. The essence of the teaching process of community education is a practical process. In other words, the purpose, process and methods of community education and teaching are very different from those of school education and teaching, and the teaching contents, methods and organizational forms have changed accordingly. An in-depth analysis of these elements and pointing out the development direction of community education and teaching will help to realize the optimization of community education and teaching.
Second, the structural characteristics of community education and teaching process
The above analysis points out that the starting point of community education and teaching is to solve individual needs and promote the adaptive balance between individuals and the environment, and the essence is the practicality of its own process. In the teaching process of community education, the explicit teaching objectives and contents, teaching methods and organizational forms are only part of the influencing factors, and the more profound influencing factors are the hidden factors such as the field environment, objectives, tasks and supporting conditions of community education, which play an important decisive role in the achievement of teaching objectives and the status of the subject relationship. In other words, the teaching process of community education is a more complicated practical process. In order to describe the characteristics of this process concretely and accurately, social learning theory and postmodernism can be used as the theoretical basis of this analysis.
Social learning theory emphasizes individual initiative in the learning process. Individuals do not passively adapt to the environment, but participate in the construction of learning environment, and their cognitive level plays an important role in the learning process. Taking social learning theory as the theoretical analysis basis of community education and teaching does not mean that the teaching process of school education is not suitable for this theory, but that the teaching process of community education is more in line with the description of this theory. Individuals actively participate in the construction of learning environment, and their own cognitive level affects their participation in the teaching process, which is particularly prominent in community education. Postmodernism advocates the diversification of the relationship between individuals and society. Community education is an activity that individuals from different families, cultural backgrounds, classes and occupations often interact with each other, which determines that the teaching process of community education is a more complicated process.
1 Centralization of teaching influence
In community education and teaching, the influence of teaching depends on whether the teaching content is close to the needs of the learning object and whether the teaching is artistic. The active participation of teaching objects and the diversification of subject relations in the teaching process may lead to multiple teaching influences in the teaching process. Multicentralization of teaching influence means that learners can choose what kind of teaching content to accept, or refuse to accept any influence, or impose their knowledge on others through polycentric teacher-student relationship, thus blurring and diluting teachers' preset teaching influence and producing multiple teaching influences. This is closely related to the organizational structure characteristics of the teaching process and the relationship between teachers and students. The teaching object actively participates in the teaching process, constructs the teaching environment and reaction, and its own social and cultural background and cognitive structure and characteristics make the community education and teaching process more interactive, thus diluting the educational attribute of community education and teaching. Here, it is very important for teachers to improve the influence level of their own teaching content and limit the influence of their own views and knowledge to a certain extent. Proper self-expression of learning objects is helpful to promote individual learning and improve teaching objectives, while excessive prominence will easily lead to out-of-control process and failure of teaching objectives.
2 Pan-organization of teaching process
There is no strict organizational form in community education and teaching and its process. This is not only manifested in the diversification of teaching methods and teaching organization forms, but also in the composition of teachers and teaching objects, the organization and evaluation of curriculum content and many other aspects. In the field of community work, community work means have three characteristics: structural orientation, collective participation and utilization of community resources. Community workers assume various roles, such as researchers, advocates, organizers, liaisons, planners and teachers of community education. In community education from the perspective of education, the above roles are assumed by different individuals or organizations, who use different means and methods to achieve different goals, and even lack necessary communication with each other. Therefore, first of all, the giving subject in community education and teaching presents the characteristics of looseness and organization. Secondly, within the teaching process, there is no fixed pattern and path to follow in the planning, evolution, evaluation and reflection of community education and teaching activities. The elements included in this process mainly include teaching contents, teaching methods, teaching models and teaching evaluation. Each element has different choices and presents a network cross structure with each other. Thirdly, in teaching activities, different teaching activities have different purposes, are organized by different organizers and teachers, lack the necessary relevance, and have great heterogeneity with school education and teaching. Therefore, when the quality of community educators is insufficient and supporting conditions are lacking, it is difficult for community education and teaching to achieve the expected results.
3. Flat structure of subject relationship
The relationship between subjects can be divided into teacher-student relationship and student-student relationship, and the flat structure mainly refers to the decentralization of the relationship between subjects. According to the learning theory, the individual's cognitive level will affect the individual's tendency to constantly look for people with similar temperament to imitate in the learning process, and his behavior is selective. Therefore, in community teaching, the relationship between teachers, students and students may change, and any individual is more likely to become the center of the teaching process and influence the behavior choices of other individuals, or tend to choose the behavior of other individuals, and the authority of teachers tends to be further eliminated in community education and teaching. First of all, the teaching objects of community education are mostly mature socialized individuals in the community. Their original knowledge reserve and structure, socialization process, cognition of new things and independent choice of learning all affect their behavior choices in the teaching process. This choice is not based on the teacher's role and authority, but on self-knowledge. In the teaching process, it is more likely to change the process of teachers influencing themselves into the process of teachers influencing other individuals, and the original concepts of dominance and subjectivity and their relationship become further blurred and difficult to distinguish. Secondly, due to the influence of the source and composition of teachers, teachers, as teachers, lack in-depth research on teaching objects, teaching contents and teaching methods, and their authority and the possibility of organizing and leading the teaching process are further reduced, leading to a multi-center relationship.
Third, the teaching principles of community education.
The general principles of teaching principles reflect the most important particularity and regularity of the teaching process, are the basic principles guiding teachers' teaching activities, and reflect the essence, characteristics and main laws of the teaching process. Relatively speaking, community education and teaching has no unique teaching principles, but some principles are more suitable for community education and teaching than other teaching forms. It includes the principles of appropriateness of educational objectives and contents, flexibility of teaching means and flexibility of teaching organization.
1 principle of appropriateness of teaching objectives and contents
Meeting the urgent needs of learners is the starting point of community education and teaching. Therefore, community education and teaching should first follow the principle of appropriateness. The principle of appropriateness mainly refers to two aspects: first, the formulation of teaching objectives and the pertinence of teaching content selection; The second is the development stage. It is a difficult process to integrate the goals of teachers and teaching objects, because community education is not mandatory, learners lack autonomy and spontaneity in learning, and community education and teaching may be terminated at any time. Therefore, first of all, meeting the needs of teaching objects is the premise and guarantee for the development of community education, and we should consider how to meet the different needs of different individuals. The formulation of teaching objectives and the selection of teaching content must meet the actual needs of learning objects, which is more important than any other teaching. Social learning theory holds that, on the one hand, individuals actively construct and react, and their own cognitive level will affect the quality of individual learning and imitation. This not only requires the formulation of goals and the selection of content to be targeted, but also requires that it must conform to the phased law of learning and development of learning objects. Therefore, the principle of appropriateness includes the formulation of educational objectives, the pertinence of teaching content selection and the development stage.
2 the artistic principle of teaching methods
Herbart's formal stage teaching theory, Dewey's five-link teaching and other traditional teaching theories and methods can no longer adapt to the development practice of community education and teaching. The principle of artistry has become the main principle for community education to choose teaching methods. This principle is based on the high degree of autonomy of the learning object in whether to participate in learning, choose to absorb learning content, and evaluate according to self-preference. Practice also shows that the poor teaching effect of community education is directly related to the teaching methods adopted. The characteristics of teaching objects in community education determine that they can fully express their subjectivity and opinions in the teaching process, and it is easier to show the trend of self-practice in the communication with teachers and other individuals. Many individuals' self-practice will lead to the conflict and dilution of teaching influence. Therefore, how to attract learners' attention to the teaching objectives and contents has become a major task to test teachers' teaching ability. To realize the artistry of teaching, teachers are required to understand the teaching objectives, living conditions, characteristics of teaching objects and attributes of teaching contents of community education, so as to develop the teaching process into an activity process of experience and creation.
3 the principle of flexibility in teaching organization
To sum up, there are three main organizational forms of community education and teaching: classroom teaching, activities and life practice. The organizational form of community education and teaching should embody the principle of flexibility, which mainly refers to choosing different teaching organizational forms for different teaching contents and strengthening the comprehensive application of various organizational forms. Creative and comprehensive use of various teaching organizational forms is an important guarantee to maintain the vitality of community education and teaching. Only by making clear the organizational forms and practical environment of various teaching activities, organizing and promoting them in a planned way, and formulating adequate relief and emergency measures can the teaching direction and teaching objectives be guaranteed.
Fourth,
The research of community education and teaching should become a new and very important research field of community education, especially in the case of localization, how to discover and practice the characteristics and laws of community education and teaching should be fully studied. This paper attempts to briefly analyze the essence of the teaching process, point out some structures of the teaching process, and try to put forward some teaching principles in order to inspire the research and development of community education and teaching.
References:
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