1. Teaching cognition is students' cognition. Teaching cognition is an individual cognitive activity of students, which is different from general human cognitive activities in cognitive subject.
2. Teaching cognition is an indirect cognition. Teaching cognition is indirect. By mastering the long-term accumulated scientific and cultural knowledge of human beings, we can indirectly understand the real world.
3. Teaching cognition is the dominant cognition. Teaching cognitive activities need to be carried out under the guidance of knowledgeable teachers, and students cannot complete this process independently; But general cognitive activities are not necessarily dominated by others.
4. Teaching cognition is an educational cognition. In the process of teaching cognition, students will gain all kinds of knowledge, and their body and mind will develop to a certain extent, which reflects the educational nature of teaching cognition.
5. Teaching understanding is simple. In teaching comprehension, it is a shortcut to understanding and a representation of scientific and cultural knowledge. It can make students take fewer detours and directly inherit and carry forward the scientific achievements of their predecessors.
Elements of teaching activities:
Learners (students →); Instructor (teacher); Teaching purpose; Teaching content; Teaching methods; Teaching environment; Teaching equipment. These factors are mutually restrictive. Teaching purpose is the starting point and destination of teaching activities, which affects the selection and arrangement of teaching content.
Teachers and recipients are the basis of teaching activities. After the teaching purpose and content are determined, teachers and recipients determine the choice and application of teaching methods, teaching environment and teaching effect to a certain extent.