(1) A dialogue between teachers: Mr. Wang's confusion comes from how to stimulate students' learning motivation. Teacher Chen focuses on what the students have learned and what the results are. Teacher Feng tried a variety of teaching strategies and organizational forms to make the original static teaching content come alive. To sum up, its connotation is: arousing intention, explaining content, adjusting form and paying attention to results.
(2) Analysis of teaching activities from imagination: According to teachers' behaviors, teaching behaviors are divided into three forms (T stands for teachers and S stands for students).
◆ T tells S(T is the main actor) to focus on knowledge transfer.
◆ The dialogue between T and S (T and S are common actors) focuses on interactive generation.
◆ T guides S to learn (S is the main actor), and the focus is on S's autonomous learning under the guidance of T.
★ The starting point of teaching behavior lies in students, whose intentionality greatly affects the effect of teaching behavior, and the attitude of refusal will make teaching an empty talk. In the process of activities, the display of teaching content is the key to achieve the teaching objectives. Appropriate teaching forms will cooperate with the teaching content, arouse the enthusiasm of students and lay a good foundation for effective teaching. Teaching behavior is based on certain teaching objectives. Without the feedback of the final result, it is impossible to judge whether the teaching is effective or not, and its legitimacy is untenable. Therefore, paying attention to students' results is also the significance of teaching behavior. It can be seen that the four elements of arousing intention, clarifying content, adjusting form and focusing on results go hand in hand and jointly support the main framework of effective teaching behavior.
(C) the logical necessary conditions for teaching activities
(1) Cause intention. Teaching no longer only means that people must learn something, but also means that teachers purposefully arouse students' active learning state. Stimulating students' learning intention is to put students at the center of teaching activities and pull their position back to students as the starting point and foothold of teaching activities.
② Explain the content clearly. The explicit explanation here refers to the teacher's explanation and explanation. In addition to arousing students' intentions, teaching is also related to "what to learn (content)" and "how to convey (explain)". Therefore, in order to guide students' intention to achieve the teaching purpose, teachers must describe, explain, demonstrate and show the learning content to students in some form.
③ Debug the form. Different students have different academic conditions, different levels of development, and different levels of mastery of the existing knowledge base. At the same time, each student also has his own learning style. Mastering the characteristics of students has a great influence on the teaching effect. Therefore, teaching must comprehensively consider the combination of teaching content and students' needs, and consider the presentation form of learning content based on students' existing emotions and cognitive state.
④ Focus on results. The purpose of teaching behavior is to promote the all-round development of students, and its foothold is to let everyone and students learn something and gain something. Therefore, teaching must be an intentional behavior, pointing to the achievement of tasks, which requires the evaluation of teaching objectives and teaching process.
To sum up, it is the only necessary condition for teaching logic to pay attention to students' learning benefits in a three-dimensional and comprehensive way.
First of all, from the simple conversation of three teachers, we can learn that there are many potential factors in the teaching process to achieve effective teaching of a class, such as how teachers can effectively stimulate students' learning motivation, whether students can basically master what teachers say, whether they can use knowledge flexibly, and whether the teaching activities of students will have a positive impact by interspersed with diversified teaching organization forms in today's teaching environment where students need to cope with exams. In order to solve the above problems, this paper puts forward four elements: stimulating intention, clarifying content, adjusting form and paying attention to results, which jointly support the main framework of effective teaching behavior. In a class, teachers need to use the above four elements flexibly and run through the whole teaching behavior.
Secondly, the focus of arousing intention is to attract students' attention, which is the starting point of teaching behavior. In particular, students should be placed at the center of the activity. As for the content of Ming Shi, its basis lies in imparting knowledge with students' previous knowledge as the carrier. For the adjustment form, teachers' flexibility in teaching activities should be tested, and the teaching content and curriculum plan should be adjusted in time according to the students' situation in order to give full play to the best teaching effect. As far as paying attention to the results is concerned, its foothold will eventually return to teaching evaluation, just as Professor Zhong Qiquan said in The Logic of Curriculum that the evaluation forms are diversified and promote development.
(A) Chinese "teaching" and its semantic development
(1) teaching is learning.
? Kong Ying Da: "Going to school is teaching, and the sound is Xiào；; ; Learn from scholars. Teaching others in words is half of your own learning. "
? Learn the book and then know the deficiency, teach it and then know the difficulty, know the deficiency and then introspect, know the difficulty and then strengthen yourself. Therefore, "teaching and learning learn from each other."
2 teaching is teaching.
On the premise of the organizational form of modern class collective teaching, the meaning of "teaching" has evolved into "professor". The China Dictionary of Education (1928) defines "teaching method" as "people who teach various prescriptions".
③ Teaching means teaching students to learn.
? Tao Xingzhi: Teaching methods must be based on learning methods ..... Teacher Wang's responsibility is not to teach, but to teach and teach students to learn.
(4) Teaching means teachers' teaching and students' learning.
? The teaching process of Kailov (Soviet educator) includes both teachers' activities (teaching) and students' activities (learning). Teaching and learning are two sides of the same process, and they are inextricably linked.
★ Modern teaching explanation: Teaching is a unified activity of teachers' teaching and students' learning.
(B) English "teaching" and its definition
American educator B.Q. Smith divides the significance of English-speaking countries to teaching into five categories:
① Descriptive definition, that is, teaching in the traditional sense. Teaching is to impart knowledge or skills.
The definition of success is to regard teaching as success. "Teaching" is not only to read a certain relationship, but also to require learners to master what they are teaching.
③ Intention definition, that is, teaching is regarded as an intentional activity. Its purpose is to induce students to learn. Teachers' behavior is influenced by their own intentions, which are based on their belief system and way of thinking.
④ Normative definition, that is, taking teaching as the normative behavior.
⑤ Scientific definition, that is, a=df(b, c ..) is used to express the combination definition of propositions or the definition of parallel suggestions. A stands for "teaching is effective"; (b, c ..) means "teacher feedback" and "teacher explains the definition and gives positive and negative examples"; =df means that a will change with small changes between propositions.
(C) the prescriptive definition of teaching
(1) teaching, teaching is usually universal. Teaching theory is essentially teaching theory or teaching theory or teaching theory.
② Teaching and learning are separable in rational thinking. Dichotomy teaching and learning must be divided in rational thinking.
③ Teaching behavior is the central issue of teaching theory. First, how to teach effectively; Second, how to teach well.
④ What is the essence of teaching? "Teaching" is defined as "all behaviors that teachers cause, maintain or promote students' learning".
⑤ Teaching means exploring. The essence of teaching is a kind of inquiry. Learning is rewarding, learning is good.
Understanding the definition of "teaching" in both ancient China and English can be summarized as "teaching is a bilateral activity between teachers and students". From the definition of norms in English definition, we can know that the connotation of teaching is to conform to moral norms, while indoctrination and conditioned reflex are on the edge of teaching, and their center lies in guidance and training. Oppose the theory of intimidation and bewitch in teaching. In short, from the perspective of teaching theory, teaching focuses on students' behavior, not teachers, but on how teachers teach and how to teach effectively. The teacher's purpose is to let students learn well and let students learn, not learn.
The third part, the category of teaching theory
(A) teaching theory and learning theory
? American educator B.O. Smith took the lead in logically demonstrating that teaching theory should be completely independent of learning theory, rather than a supplement to learning theory.
? Educational psychologist N.L.Gage has historically proved that learning theory is of little use and has no influence on educational practice. There is no internal connection between learning theory and teaching problems. Therefore, teaching theory needs to develop equally with learning theory, not the inference of learning theory.
★ Teaching theories can be divided into two categories: one is to explain why teachers act in the role of teachers; The other is to try to explain how teachers influence students' behavior.
★ J.Bruner, an educational psychologist, believes that teaching theory is prescriptive and normative, while learning theory is descriptive. Teaching theory focuses on how to best teach students what they want to learn. It focuses on promoting learning rather than describing learning.
? After years of research, Professor Shao Ruizhen and his colleagues published Psychology of Learning and Teaching (1990; The fifth edition in 2009); Professor Shi published Cognitive Learning and Optimized Teaching (199 1), and Professor Feng Zhongliang published Theory and Practice of Structured Oriented Teaching (1993). In Europe, the European Association for Learning and Teaching Research (EARLI) was established in 1985, aiming at promoting theoretical and experimental research on learning process, development process and teaching process.
(B) Teaching theory and curriculum theory
? The Basic Principles of Curriculum and Teaching published by R.W. Tyler in 1949 is recognized as the cornerstone of modern curriculum theory and the most influential theoretical framework in the field of modern curriculum research.
(1) What educational goals should schools achieve?
(2) What educational experience can be provided to achieve these goals?
(3) How can we organize these educational experiences effectively?
(4) How can we be sure that these goals are being achieved?
★★? On the relationship between curriculum and teaching, curriculum theory and teaching theory;
(1) Although curriculum and teaching are related, they are two different research fields. Courses emphasize each student and his or her learning scope (knowledge, activities or experience), while teaching emphasizes teachers' behavior (teaching, dialogue or tour guide).
(2) There must be an interdependent cross relationship between curriculum and teaching, and this cross is not only flat and one-way.
(3) Although curriculum and teaching can be studied and analyzed separately, they cannot operate independently.
(4) In view of the relationship between curriculum and teaching, the term "curriculum teaching" has been accepted and widely used.
★ Teaching theory: It is a discipline that studies teachers' behavior of guiding, maintaining or promoting students' learning, constructs a general explanation framework, and provides general regulations or prescriptions to guide classroom practice.
★ Curriculum theory is a theory to study curriculum writing/development and curriculum reform; Including the study of curriculum development modes such as curriculum objectives, contents, implementation and evaluation, the theory of curriculum reform includes the study of innovation points, the exchange of innovative ideas, the analysis of its rationality and accuracy from the perspective of pedagogy, the measurement of its influence on personal practice and the test of the degree of adapting to local conditions.
(C) Teaching theory: our exploration
① Teaching theory is mainly a normative and practical theory. It mainly includes two major problems: first, how to effectively teach, standardize teaching behavior to a certain extent, and provide teachers with a series of suggestions or prescriptions to make teaching effective; The second is how to ensure that this kind of teaching is effective, or how to teach better.
② The framework and main contents of our question.
★★★★ Focus on three issues. What is teaching? How to teach effectively? How to teach better?
What is Teaching discusses the general knowledge about teaching, which mainly involves the knowledge of what is teaching, what is teaching theory, and what is its basic problem as practical teaching.
"How to Teach Effectively" discusses a series of problem-solving behaviors taken by teachers to achieve teaching goals or teaching intentions (meaning that it is difficult or unnecessary to define goals). It is divided into three stages: teaching preparation, teaching implementation and teaching evaluation.
How to Teach Better discusses that teachers can only make their teaching better through "research".
In the discussion of the relationship between curriculum and teaching, the curriculum mainly emphasizes students' activities and experiences of learning knowledge, and the foothold is on students, while teaching emphasizes teachers' teaching behavior, teachers' teaching, teacher-student dialogue, teachers' guidance and teachers' guidance, which is teacher-centered. For teaching and curriculum, they cross each other and use each other. Fetal connection is used to describe the relationship in the book, which shows the inseparable relationship between teaching and curriculum.