(A) the principle of intuition
According to the needs of teaching activities, let students directly perceive the learning object. This principle is put forward in view of the contradiction between the theoretical knowledge such as words, concepts and principles in teaching and the things they represent.
As mentioned above, one of the characteristics of teaching activities is that it is an indirect understanding, and students focus on learning the experience of predecessors, that is, book knowledge. There is no doubt about the authenticity of these book knowledge, but there is a considerable gap between them and students' life and their own personal experience, and some of them are even completely unfamiliar. However, people's understanding always rises from perceptual to rational, from concrete to abstract. Without the foundation and support of perceptual knowledge and concrete image, it is impossible to truly master pure theoretical knowledge. Because of the objective distance between book knowledge and students, students will inevitably encounter various difficulties and obstacles in the process of learning and understanding. The significance of intuition principle lies in overcoming these difficulties and obstacles, and helping students master unfamiliar theoretical knowledge by providing them with direct experience or using existing experience.
Generally speaking, there are three specific intuitive means.
1. Physical intuition. Physical intuition is carried out through physical objects, which are directly presented to students. When learning unfamiliar contents in children's life, physical intuition can provide students with the necessary perceptual experience most truly, effectively and fully.
2. The model is intuitive. Visual simulation is the simulation of physical objects by various means, including pictures, charts, models, slides, audio, video, movies, television and so on. Although physical intuition has real and effective characteristics, it is often impossible to use because of the limitations of actual conditions; Intuitive simulation can effectively make up for the shortcomings of intuitive objects, especially the application of modern technology in the field of education, which makes the scope of intuitive simulation wider, from cosmic celestial bodies to molecular structures, and intuitive effects can be achieved through some technical means.
3. The language is intuitive. Language intuition means that teachers use students' existing knowledge and experience to describe vividly in their own language, arouse students' perceptual knowledge and achieve intuitive results. Compared with the first two kinds of intuition, language intuition can get rid of the limitations of time, space and material conditions to the maximum extent, which is the most convenient and economical. The application effect of language sense mainly depends on teachers' own quality and accomplishment.
Implementing the principle of intuitive teaching in teaching has the following basic requirements for teachers.
1. Choose intuitive means appropriately. Different subjects, different teaching tasks and different age characteristics of students need different intuitive means.
2. Intuition is a means, not an end. Generally speaking, when the teaching content is unfamiliar to students and students encounter difficulties or obstacles in understanding and mastering, teachers need to use intuition. Intuition can only lead to the decrease of teaching efficiency.
3. Improve students' understanding ability on the basis of intuition. Intuition gives students perceptual experience, and the fundamental task of teaching is to let students master theoretical knowledge. Therefore, teachers should pay attention to guidance when using intuition, such as asking questions and explaining, encouraging students to observe carefully and deeply, inspiring students to distinguish between primary and secondary, and guiding students to think about phenomena, essence, cause and effect.
(B) Incentive principle
In teaching, it is necessary to fully mobilize students' conscious enthusiasm for learning and let them take the initiative to learn, so as to understand and master the knowledge they have learned. This principle is put forward to unify the leading role of teachers and the main position of students in teaching activities.
"Knowledge leads" is one of the characteristics of teaching activities. Without the leading role of teachers, it is impossible for primary school students to meet the requirements of society on their own. Teachers are mainly responsible for the completion of teaching tasks and the quality of teaching results. However, students are the main body of teaching activities, and the leading role of teachers is to stimulate students' curiosity and interest in learning, so that students can take the initiative to learn. Without this, students can't really master scientific knowledge, develop intelligence, mature and improve their attitudes and feelings.
Implementing the inspiring principle in teaching activities has the following basic requirements for teachers.
1. Stimulate students' positive thinking. Teachers' inspiration should arouse students' intense and vivid intellectual activities, so that students can deeply understand and master knowledge, gain various experiences and exercise and develop. Therefore, inspiration should choose those questions that are difficult and require students to carry out complex thinking activities, but they can get basically correct results through conscious and positive thinking. Simple facts and memorized knowledge are of limited value even if they can "inspire" the results smoothly.
2. Establish students' dominant position. Students are the masters of learning, and teachers' inspiration can only avoid blindness if it conforms to students' reality. Only by recognizing students' dominant position and truly studying and understanding students' learning needs can teachers' inspiration be targeted and effective. 3. Establish a democratic and equal relationship between teachers and students. In the authoritative teacher-student relationship, the teacher is the truth spokesman and academic authority above the students, and it is difficult for the students to ask questions and think freely and fully. Only by making students truly feel that teachers regard themselves as completely equal in personality can they really mobilize their learning consciousness.
(3) Systematic principle (step by step principle)
It means that teaching activities should be carried out continuously, coherently and systematically. This principle is put forward to deal with the complex relationship among the order of teaching activities, the system of subject courses, the system of scientific theories and the law of students' development.
The above aspects have an impact on teaching activities. Generally speaking, the discipline curriculum system and the law of students' physical and mental development are the most important, and the order of teaching activities must be based on these two aspects and carried out continuously and coherently according to their requirements. At the same time, teachers should also understand the development and changes of scientific theory itself as the basis of curriculum, so as to arrange and handle teaching more consciously and make the order of teaching activities more scientific and reasonable.
To implement this principle in teaching, teachers have the following requirements.
1. Teaching in the order of syllabus (curriculum standard). Syllabus (curriculum standard) is the reflection of the internal logic system of each course and is based on the general law of primary school students' development. All kinds of teaching materials are compiled on this basis, and teaching activities are basically carried out in the order of syllabus (curriculum standards). Teachers should seriously study and study the syllabus (curriculum standard) and fully understand and master the logic of the curriculum and the requirements for students, which is the fundamental guarantee of the teaching system. 2. Teaching must be from near to far, from shallow to deep, from simple to complex. Although the syllabus (curriculum standard) considers students' cognitive development, it is mainly arranged and formulated according to the content. Therefore, teachers should seriously study students and deal with the problems of near and far, shallow and deep, simple and complex according to their cognitive needs and characteristics in the learning process.
3. Adjust according to the specific situation. The systematic principle does not require teachers to implement the outline rigidly and rigidly. The syllabus (curriculum standard) is formulated according to general and universal laws. In actual teaching, the situation of different regions, different schools and different students is very different. On the premise of basically observing the outline order, teachers should be good at adjusting the speed of speech and adding or deleting content from the reality they face.
(D) the principle of merger
It means constantly arranging and conducting special review in teaching, so that students can firmly grasp and preserve what they have learned. This principle is put forward to deal with the contradiction between acquiring new knowledge and retaining old knowledge in teaching.
Teaching activities are uninterrupted and continuous. Students should constantly learn and remember new knowledge, and human memory and forgetting are two sides of the same thing. While learning new knowledge, they will inevitably forget the old knowledge. Therefore, in teaching, we should carry out continuous consolidation work, and help students master what they have learned firmly through practice and review. The significance of consolidation lies not only in strengthening old knowledge, but also in learning new knowledge, because knowledge is internally related and old knowledge is the foundation of new knowledge. Humans have long noticed the value of consolidation for learning. Confucius said, "Make the past serve the present" and "review the past and learn the new".
To implement this principle in teaching, teachers have the following basic requirements.
1. consolidate on the basis of understanding. Understanding what you have learned is the premise of consolidation, and what you have not learned cannot be truly consolidated. Teachers should first ensure that students learn how to study and learn, so as to achieve good results.
2. Ensure the scientific nature of the merger. Psychological research reveals some laws about memory and forgetting, and organizing consolidation according to these laws can improve the efficiency of consolidation. Teachers should be familiar with and be good at using these laws.
3. The specific merger methods should be diversified. In addition to common written homework, teachers should be good at using various ways to help students consolidate what they have learned, such as investigation, production and practice. , can enable students to effectively achieve the consolidation goal of applying what they have learned and promote the development of students in many aspects.
4. Ensure students' physical and mental health. A number of domestic surveys show that it is quite common for primary school students to have too much study burden and lack of sleep. One reason is that they have too much homework. The physical and mental development of primary school students is very important to their lives, to the whole country and to society. Teachers should, in the spirit of being responsible for children and society, make reasonable arrangements for consolidation work and control the students' homework within a suitable range (the state has formal regulations on the homework time and sleep time of primary school students).
(5) Ability principle (acceptability principle)
Refers to the teaching activities should be suitable for the development level of students. This principle is put forward to prevent the teaching difficulty from being lower than or higher than the actual level of students. Teaching activities should pay attention to efficiency. At the same time, the more students learn, the higher the teaching efficiency. However, the acquisition of teaching efficiency must be based on the law of students' physical and mental development. Without this foundation, not only the teaching efficiency itself is unreliable, but also the development of primary school students will have negative results. The difficulty of teaching exceeds the actual acceptance of students, and students can't really understand and master the knowledge they have learned, and various psychological functions can't be correctly used and improved. The teaching difficulty is lower than the students' actual acceptance. Because of the lack of necessary attention and tension, it is difficult for students to leave a deep impression on what they have learned and to carry out valuable learning activities, which makes all aspects of development lose opportunities.
To implement this principle in teaching, teachers have the following basic requirements.
1. Pay attention to the age characteristics of children. Teachers should constantly strengthen their psychological literacy and grasp the new progress of psychology in time. The research of developmental psychology since the 20th century is of great significance for teachers to correctly understand and implement the principle of competence.
2. Understand the specific characteristics of students' development. Age characteristics and development stages mainly reveal the universal laws of individual development, which are reflected in all aspects of primary school students' development and are extremely diverse. Teachers should specifically study the development characteristics of students: for example, when learning some new knowledge, what are their original knowledge preparations? Can their thinking or memory level complete this learning task? What difficulties may arise? What level of understanding and mastery can you achieve? Wait a minute. On the basis of such research, it is possible to truly "do what you can".
3. Properly grasp the teaching difficulties. What kind of degree and level best meet the requirements of ability, it is difficult to have a stable and exact specific standard. Teachers need to grasp it according to the general laws revealed by psychology and the specific research on students. This is the embodiment of teachers' labor creativity, and it is also a problem that teachers need to constantly think about and solve.
(six) the principle of ideological and scientific unity
It means that teaching should be carried out under the guidance of scientific methodology. This principle is put forward to unify the teaching of scientific knowledge with ideological and moral education. The courses offered in primary schools are arranged according to the fundamental goal of education. Generally speaking, they are guaranteed in science and truth. The study of these courses is bound to be positive and positive for the formation and development of students' ideological and moral character. However, for primary school students, relying entirely on the value of ideological and moral education of scientific truth is not enough to play a direct and automatic role. It needs the guidance and excavation of educators to fully cultivate the educated, especially the primary school students whose rational and logical thinking ability is still in a very immature stage. In addition, educators' own political beliefs and moral cultivation will always be projected into teaching activities. If the educator is different from the course in this respect, it may distort its value in ideological and moral education, so it is necessary to standardize teachers' teaching behavior through this principle. To implement this principle in teaching activities, teachers have the following requirements.
1. Stick to the right direction. Primary school students' cognitive level and discriminating ability are limited. Teachers should actively, timely and appropriately guide them to help them form and improve their understanding of right and wrong, good and evil, beauty and ugliness.
2. Strictly abide by professional ethics. Teachers, as social citizens, enjoy freedom of thought and belief, but in teaching, teachers must embody the will of the state, carry out teaching according to the educational goals set by the state, uphold and safeguard the basic political views and values of society, and cannot influence students with personal ideas at will. This is determined by teachers' professional ethics, especially in primary school.
3. Seek truth from facts. To implement this principle in teaching, we should especially prevent metaphysics, and we should not go through the motions and drag our feet. The ideology of "wearing boots and hats" itself violates this principle, and its effect is even more counterproductive in the long run.
Pay attention to the art of teaching. We should be good at combining ideological and scientific features according to the age characteristics of primary school students and the specific characteristics of teaching tasks, so that students can be educated unconsciously and achieve the effect of "moistening things quietly". Many excellent teachers have created valuable experience in this field, and teachers should be good at learning from it.
(7) the principle of integrating theory with practice
It means that teaching activities should combine theoretical knowledge with life and social practice. This principle is put forward to solve and prevent the problem that theory is divorced from reality and books are divorced from reality.
Students mainly study theoretical knowledge, in relatively closed schools and classrooms, through teachers' lectures and books. This situation can easily lead to the disconnection between the theoretical knowledge acquired by students and their source and destination: they don't understand how concepts and principles come into being, and they can't be used to explain and solve practical problems. Therefore, teachers must provide and create opportunities in teaching, make students engage in practical activities through various channels and forms, and guide students to realize the value formed by thoughts, attitudes and beliefs in solving practical problems.
At present, to implement this principle, it is especially important to emphasize that teaching should be linked with students' reality. China's reform and opening up has greatly accelerated social development. The changes in social life in these 20 years are more profound and extensive than those in the first 30 years after the founding of New China. Therefore, today's primary school students grew up in a completely different environment from their parents and teachers, and they have many new characteristics in all aspects of physical and mental development. Teachers should have a clear understanding of this and cannot simply apply their own experience to students' teaching. Teachers should understand what knowledge used to be common sense of life, but it is completely unfamiliar to primary school students now, and what knowledge used to be very professional, but it is very familiar to primary school students now. Accordingly, what kind of examples should be chosen and what kind of practical links should be designed in teaching need teachers to think carefully and make arrangements according to the actual growth and development of students.
To implement this principle in teaching activities, teachers have the following requirements.
1. Attach importance to the teaching of theoretical knowledge. Practice is relative to theory. Without theory, combining with practice will become the level of children's natural life, and the advantages and significance of school education will be lost.
2. Pay attention to developing students' ability in the process of combining with practice. Compared with classroom learning, the practice process provides richer and more diverse ability requirements. Teachers should dare to let go, encourage students to try and explore, use what they have learned to solve problems, and at the same time acquire new knowledge to supplement the lack of book knowledge in the process of solving problems, so as to exercise and develop various abilities.
3. Connecting with practice should start from many aspects. First of all, students should be exposed to all aspects of social life as widely as possible; Secondly, it is necessary to combine the characteristics of the region as much as possible; Third, we should pay attention to the reality of primary school students' development.
4. Help students sum up their gains. Primary school students' behavior consciousness and reflection level are still relatively lacking, and they are not good at analyzing and summarizing their gains in the process of connecting with reality, which is easy to become a mere formality. Teachers should give guidance, provide opportunities and make demands, so that students can exchange experiences and express their feelings in time. In particular, it is necessary to point out that summing up the harvest pays attention to students' true feelings and cannot artificially raise the thoughts and understanding of primary school students.
(eight) the principle of teaching students in accordance with their aptitude
Teachers should take care of students' individual differences in teaching activities. This principle is put forward to deal with the problems of collective teaching and individual teaching, unified requirements and respect for individual differences of students.
Due to the differences in genetic quality, family environment and personal growth experience, primary school students in the same class have the same age characteristics, but there are great differences in academic performance, learning attitude and methods, hobbies, temperament and personality, endowment and potential. Teachers are collective teaching composed of students with completely different personalities, so teaching students in accordance with their aptitude should meet the different needs of each student and carry out targeted education. Teaching students in accordance with their aptitude has a long history in China, and Confucius' teaching practice provides a model for future generations in this respect, which is worth learning. For example, he said, "If you want to retreat, you can enter; Because I am also a person, I retired. " Ran Qiu always flinches, so I want to encourage him to stand up; Zhong You, he is bold and aggressive, so I want to beat him. Zhu summed up Confucius' teaching experience and said, "Confucius teaches students in accordance with their aptitude."
Our country's primary education is generally in large classes with a large number of students, so it is difficult to implement the principle of teaching students in accordance with their aptitude. However, teachers should put this principle into practice as much as possible.
To implement this principle in teaching, teachers have the following requirements.
1. Fully understand students. On the basis of common age characteristics, children are different. To teach students in accordance with their aptitude, we must fully understand every student. In addition to academic performance, students' personality characteristics, family background, life experience and other aspects. It is what teachers need to know when teaching students in accordance with their aptitude.
2. Respect students' differences. The differences between students are not only objective, but also reasonable. The meaning of teaching students in accordance with their aptitude includes not only acknowledging differences, but also respecting them. The curriculum and teaching in primary schools are based on the level that all normal children can reach. On the basis of reaching the standard, teachers should allow students to have differences in different aspects and levels, and help them obtain the most suitable personality development according to each student's specific situation, instead of generally increasing the difficulty and depth. The result of a good education is to cultivate a large number of people with all-round development of personality, rather than the "standard parts" of thousands of people.
As Dewey said, "if we give up social factors from individuals, we will only have an abstract thing left;" If we give up personal factors from the social aspect, we will only have a rigid and lifeless collective. "
3. For every student. Primary education is an integral part of compulsory education and must be accepted by children. Completing primary education is the basic right of every school-age child in China. An important idea of modern education is that every child has the right to receive an education that suits him. Therefore, modern education emphasizes that children should not be required to adapt to education, but should adapt education to children.