Zankov is a famous educator in the Soviet Union. His main teaching idea is developmental teaching theory. This theory applies his mentor Vygotsky's theory of the zone of proximal development. Vygotsky thinks? Teaching should create the nearest development area, and then transform the nearest development area into the current development level; Teaching should be oriented not to the yesterday of children's development, but to the tomorrow of children's development. ? Only when teaching is ahead of development is good teaching. ? Zankov opposed the old teaching mode of imparting only knowledge and skills, and thought that teaching should be linked with development. In his book Teaching and Development, he thinks that teaching has two tasks, one is development, and the other is to master knowledge and acquire skills. Only when students are generally developed can they master knowledge and skills with high quality. ? General development? It is the core concept of developmental teaching, which refers to the common and consistent development caused by various disciplines and the overall development of students' body and mind, including the development of intelligence, emotion, will, quality, individuality, collectivism and physical development? From simple to complex, from low to high, from the old qualitative state to the new and higher qualitative state? . Teaching should promote students' all-round development as effectively as possible. The all-round development of students is the starting point and destination of teaching.
Zankov put forward five teaching principles through long-term and extensive teaching experiments, which is a fundamental change in teaching theory and the basic principle of developing education.
(A) the principle of difficult teaching
This is the decisive basic principle, and other principles are intrinsically related to it. The characteristic of this principle is to develop students' spiritual strength, so that this strength has room for activity and guidance. There are two steps here, namely, the emergence of obstacles and the overcoming of obstacles. Only when teaching is based on high difficulty, students' thirst for knowledge is fully satisfied, obstacles appear in front of students and pose certain challenges, and students' internal motivation and spiritual strength can be developed; At the same time, this power should be effectively guided by teachers, so that overcoming obstacles can become a learning activity that students can play a role in teaching.
? Difficult? It is not that the harder the better, the harder it is. What is the current level of development? Above, realized in? The nearest development zone? Only in this way can we promote the all-round development of students. If the teaching arrangement exceeds the students' comprehension ability, they will involuntarily embark on the road of mechanical memory.
(B) the principle of high-speed teaching
The implementation of the high difficulty principle depends on the high speed principle, so this principle is an auxiliary principle for high difficulty, but it also has its independence. Zankov advocates that by changing the repetition of teaching content and mechanical exercises and ignoring the slow pace of students' cognitive level, we can achieve a high speed of teaching, a breadth of knowledge by speeding up teaching, and a depth of knowledge by expanding the breadth of knowledge. He believes that students will learn more and more new knowledge as long as they master what they have already learned and move on.
Emphasize that high speed is not as fast as possible. In this regard, zankov believes that high-speed progress does not mean rushing to teach students as much as possible in class. We decide the appropriate speed of mastering knowledge and skills according to whether it is conducive to the all-round development of students. This means that high-speed should not let the teaching content jump out of the nearest development zone.
(3) the principle that theoretical knowledge plays a guiding role
Zankov introduced some necessary definitions and concepts in the experimental teaching of the first grade of primary school, requiring him to know the commutative laws of addition and multiplication, and to use algebraic symbols, which greatly enhanced students' profound understanding of operation, and then he could draw inferences from others. This shows that students can grasp the laws of things at a higher level of knowledge after deeply understanding the related concepts, laws and their relationships, and at the same time, with the transfer of knowledge, their thoughts are sublimated, thus promoting universal development.
This principle is an affirmation of strengthening theoretical teaching. It is one-sided to take the simple accumulation of some facts and phenomena as the teaching content, which is not conducive to the all-round development of students Of course, the content of theoretical teaching or expansion should not jump out of the nearest development zone.
(D) let students understand the principles of the learning process
Zankov pointed out that there is a difference between the principle of consciousness in general teaching theory and this principle in terms of the objects to be mastered. The former takes knowledge, skills and technology as the objects to be mastered. This principle requires that teaching should guide students to find ways to master knowledge, master the internal relations between knowledge, link the knowledge learned before and after, form a knowledge network, and make it fully and flexibly used. It also requires students to clearly understand the mechanism of making mistakes and overcoming them. This principle requires that teaching should not be rote learning or mechanical practice, but promote universal development through a true understanding of knowledge structure and continuous improvement of learning ability.
(5) The principle of all students' all-round development.
In the case of class teaching system, there are three types of students: good, medium and poor. Zankov believes that poor students are mainly due to their low level of general development, and the traditional way for teachers to treat poor students is to make up lessons and do mechanical exercises repeatedly. In this way, the burden of poor students is heavier, which not only fails to promote their development, but makes them more backward. In order to change this situation, teachers need to devote themselves to their all-round development more systematically? . Teaching should be geared to all students; Teaching content must be conducive to the development of students; Teaching should focus on experiments, do more experiments, enhance students' perceptual knowledge and develop their observation ability; Attract students with knowledge itself, make them feel that learning is a kind of fun, and experience the spiritual satisfaction and joy after overcoming learning difficulties, thus enhancing students' internal motivation to learn. In teaching, we should pay attention to the design of teaching and learning ideas and the connection between knowledge and mastery; Inspire thinking, timely practice, timely feedback, correction, etc. It is possible to use this method and persevere to make all students develop universally. This principle actually restricts the implementation of high-difficulty, high-speed and theoretical teaching. In order to achieve better results in developmental teaching, it is necessary to implement hierarchical teaching. Zankov emphasized that each principle has its own function, and at the same time, it is interrelated and complementary.
Exercise questions:
1. The following five principles about zankov's developmental teaching theory are wrong ().
A. The principle of high difficulty B. The principle of high speed
C. The principle of integrating theory with practice D. The principle of understanding the learning process
Answer C. Analysis: The general development principle put forward by zankov is divided into five principles, namely, high difficulty, high speed, theoretical knowledge playing a leading role, and understanding the learning process, so that all students, including poor students, can also get general development. This does not include the theory used in practice, so the answer to this question is C.
2. Who put forward the general development teaching theory is ()?
A. Bloom Bruner zankov Wagenshin
Answer C. Analysis: zankov is a famous educator in the Soviet Union, and his main teaching idea is developmental teaching theory. People think that teaching should be linked with development. In his book Teaching and Development, he thinks that teaching has two tasks, one is development, and the other is to master knowledge and acquire skills. Only when students are generally developed can they master knowledge and skills with high quality. So, the answer to this question is C.
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