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Principles of educational activities
1. intuitive principle (corresponding to the law of combining indirect experience with direct experience)

Intuition principle means that in teaching activities, teachers should make full use of students' various senses and existing experience, enrich students' direct experience and perceptual knowledge through various forms of perception, so that students can obtain vivid representations and master knowledge comprehensively and profoundly.

There are many kinds of intuitive means, which are generally divided into three categories: intuitive object, intuitive model and intuitive language.

2. Enlightening principle (corresponding to: bilateral law, that is, the law of the unity of teacher-led and student-centered)

The enlightening principle of teaching is put forward according to the law that the leading role of teachers and the subjectivity of students are unified in the teaching process.

Teaching activities should be inspired and induced by teachers, so that students can be in a positive state and give full play to their initiative.

Therefore, teachers should put students in the main position in teaching, stimulate students' interest and thirst for knowledge, inspire students to think positively, guide students to think independently, actively explore and learn vividly, consciously master scientific knowledge and skills, and develop their own abilities.

At the same time, teachers should be good at establishing a democratic and equal relationship between teachers and students and creating a democratic and harmonious teaching atmosphere.

3. The principle of consolidation (famous saying, for example, I learned well when I was studying)

The principle of solidity means that teachers should guide students to master knowledge and basic skills firmly on the basis of understanding, and remember them for a long time and present them accurately when necessary.

4. The principle of gradual progress (corresponding to the sequential law of individual physical and mental development)

Teaching should be carried out in the logical order of basic knowledge and the order of students' cognitive development, so that students can master basic knowledge and skills systematically and promote the development of students' intelligence and cognitive ability.

Students' cognitive activities are a development process from simple to complex and from low to high.

The principle of gradual progress embodies the characteristics of scientific knowledge itself and the law of students' intellectual development.

Adhere to the principle of step by step, teach according to the systematization of subject knowledge, pay attention to the relationship between subjects, and teach from shallow to deep and from simple to complex according to the order of students' cognitive activities.

5. The principle of teaching students in accordance with their aptitude (individual differences corresponding to the law of individual physical and mental development)

There are often differences in knowledge base, learning ability, intelligence level and thinking mode among middle school students, so teachers should handle the relationship between unified requirements and teaching students in accordance with their aptitude.

Teaching should not only face all students, put forward unified learning requirements and promote their all-round development of morality, intelligence and physique, but also take various teaching measures according to students' individual differences to make students' talents and personalities develop healthily.

To implement this principle, teachers should first have a deep understanding of students' development characteristics and ability level, and then adhere to the combination of collective teaching and individual guidance.

6. The principle of combining theory with practice (corresponding to the law of combining indirect experience with direct experience)

The principle of integrating theory with practice refers to the combination of book knowledge and practical knowledge in teaching, so that students can understand knowledge from the connection between theory and practice and guide students to use what they have learned to analyze and solve problems.

Teaching should be linked with the reality of social life and the development of students themselves.

Only by allowing students to combine teaching knowledge with vivid practice and learning knowledge with applying knowledge can we solve the relationship between indirect experience and direct experience, rational knowledge and perceptual knowledge, and brain and hands-on in teaching.

On the one hand, teachers should strengthen the teaching of basic knowledge.

On the other hand, teaching should be combined with practice, and teachers should guide students to apply what they have learned to practice, so as to develop students' skills and skills and cultivate their abilities.