(1) Teaching Overview-1. The concept of teaching: teaching is an activity combining teaching with learning, and it is a bilateral activity process composed of teachers' teaching and students' learning. After the teaching, students learn systematic scientific and cultural knowledge and skills, develop their intelligence, physical strength and cultivate their sentiment under the purposeful and planned guidance of teachers. Cultivate the personality of development. The differences and connections between teaching and education, intellectual education and classes: ① Teaching and education are part and whole, education includes teaching, and teaching is only a basic way for schools to implement education. Intellectual education is mainly to develop students' intelligence and impart systematic scientific and cultural knowledge to students. Mainly through teaching. The relationship between teaching and classroom is the relationship between the whole and the part. 3. Main functions and tasks of teaching: (1) The main function of teaching is that teaching is the most effective way to impart systematic knowledge and promote students' development. 2. Teaching is the basic way to develop education and realize the training goal. 2. The main task of teaching is to guide students to master basic scientific and cultural knowledge and skills. 2. Develop students' intelligence, physical strength and creativity.

(2) Teaching theory and its main schools-1. Overview of teaching theory: Teaching theory is a regulation or explanation of teachers' behavior in teaching situations, which focuses on general and regular knowledge and aims to guide teaching practice. 2. The relationship between teaching theory, learning theory and curriculum theory: learning theory is a branch of educational psychology, which mainly describes the nature, process and influencing factors of human or animal learning. Curriculum theory mainly studies the design, compilation and reform of teaching content, teaching theory mainly studies how to promote learning, learning theory is descriptive, and teaching theory is both descriptive and prescriptive. 3. The formation and development of teaching theory: (1) Xueji, which formed the Meng Si School of Confucianism in ancient China, is the earliest monograph on teaching theory in the world. Ratke, a German educator, and Comenius Herbart, a Czech educator, put forward the famous formal stage theory, namely clarity, association, system and method, in General Pedagogy published by 1806. (2) The development of teaching theory. Later, Herbart's theoretical system was supplemented and modified by his disciples Schiller and Ryan, which transformed the four stages of Herbart's teaching into five stages, namely preparation, prompting, association, system and method, and formed the teaching theory of Herbart School, which has two development orientations: philosophical orientation (prevailing in China and the Soviet Union) and psychological orientation (the United States). 4. Behaviorism (Skinner's program teaching theory): (1. It is believed that the purpose of teaching is to provide specific stimuli to arouse students' specific reactions, so the more specific and accurate the teaching goal, the better. (2) The teaching goal of highlighting the expected behavior results is about the teaching process. Including ① specifying the final behavior, determining the target behavior, ② evaluating the behavior, observing and recording the behavior frequency, ③ arranging the dependency relationship, selecting the strengthening and strengthening arrangement mode, ④ implementing the plan, arranging the environment and informing the students of the specific requirements, and ⑤ evaluating the plan and measuring the expected behavior results. (3) As for teaching methods, the principles of procedural teaching method are self-paced, small steps, positive response and timely feedback. 5. Cognition (Bruner's cognitive structure teaching theory): (1) As for teaching objectives, the main goal of teaching is to develop students' intelligence. (3) As for the teaching process, it includes four principles, namely, motivation principle, structure principle, procedure principle and reinforcement principle. (3) On teaching methods, discovery method 6. Humanistic teaching theory: (1) About the teaching goal, cultivate open, flexible and adaptable people, learn how to learn so that they can keep learning, and finally enable students to realize themselves, that is, the formation of human creativity and adaptability. (2) As far as the teaching process is concerned, it includes five stages: determining the situation of help; Rarr explores problems &; Rarr forms insight &; Rarr planning and selection &; Rarr integration emphasizes the role of teachers as promoters, servers and helpers in the teaching process, rather than as instructors. (3) On teaching methods: meaningful learning includes four elements, namely, learning has the nature of personal participation, learning is self-initiated and learning is infiltration. (4) In the relationship between teachers and students, teachers, as "promoters", should have sincere, accepting and understanding attitude.

(3) Teaching process-1. The main points about the essence of teaching process are as follows: ① It is a bilateral activity between teachers and students. This is a process of learning from each other. It is a special cognitive process (indirectness, guidance, simplicity and restriction). This is a process to promote students' physical and mental development. Teaching is always instructive. 2. Several relationships that should be handled well in the teaching process: (1) the relationship between indirect experience and direct experience. The main task of students' understanding is to learn indirect experience. 2) Learning indirect experience must be based on students' personal direct experience. The relationship between mastering knowledge and cultivating ideological morality ① The improvement of students' ideological morality is based on knowledge ② Only by guiding students to have a positive attitude towards what they have learned can students' thoughts be improved ③ The improvement of students' thoughts will promote them to actively learn knowledge (3) The relationship between mastering knowledge and improving their ability ① The improvement of ability depends on mastering knowledge. The mastery of knowledge depends on the development of ability. Only by guiding students to master and apply knowledge consciously can their abilities be effectively developed. (4) The relationship between intelligence factors and non-intelligence factors. Non-intellectual activities depend on intellectual activities and positively affect them. (2) Students' non-intelligence factors should be adjusted according to teaching requirements, so as to effectively carry out intellectual activities and complete teaching tasks. (5) The relationship between teachers' leading role and students' main role. (1) Giving full play to the leading role of teachers is a necessary condition for the effective learning and development of schools. (2) It is an important factor to arouse students' learning enthusiasm.

(4) Teaching mode-1. Concept: Teaching mode is a patterned teaching activity structure, which reflects a series of teaching forms and teaching strategies that a specific teaching theory fails to achieve a certain teaching goal. 2. Features: ① simplicity, ② pertinence, ③ operability, ④ development and ⑤ stability. 3. The structure of teaching mode: it usually includes five elements: theoretical basis, teaching objectives, operating procedures, realization conditions and teaching evaluation. Program teaching mode (related to behavior correction): The representative figure is American psychologist Skinner. Guiding theory is behaviorism teaching theory. This teaching mode allows students to learn independently and adapt to individual differences. Because of the small step method, complex topics can be turned into simple ones. Its defect is that, despite the results of students' learning, it is impossible to judge the depth of students' understanding and whether they are engaged in creative thinking. Not suitable for skill training and art subjects, lacking interpersonal communication between teachers and students. 5. Discover the teaching mode: the initiator is Bruner. The goal of this teaching mode is to let students master the method of inquiry thinking, which requires students to learn through the steps of discovery (strictly speaking, rediscovery). The process of discovery teaching can be divided into ① creating problem situations and ② using materials. Establish a hypothesis; Verify the hypothesis; Draw a conclusion; In the teaching process, pay attention to stimulate students' intrinsic learning motivation and maintain their enthusiasm for learning; The setting of teaching situation should conform to the characteristics of children's cognitive development; Teaching methods are mainly heuristic; Therefore, this teaching mode emphasizes learning process, intuitive thinking, intrinsic motivation and information extraction; Its advantage is that it is conducive to students' active learning, forming the habit of autonomous learning and promoting meaningful acceptance of learning. It is helpful to keep the memory of what you have learned, realize the transfer and application of knowledge, and explore the wisdom potential of students. 6. Mastery learning teaching mode: Bloom founded the mastery learning teaching mode around the unit, and its basic procedures are orientation, unit mastery, formative test and summative test. Its implementation steps can be divided into ① preparation stage, including the definition of mastery, the determination of teaching objectives, curriculum preparation, textbook organization, test paper design and preparation. As well as a complete teaching plan, feedback/error correction procedures and "non-master" learning plan. ② Learning method guidance stage. Before formal teaching, teachers need to guide students in procedures and methods. ③ In the implementation stage, the unit formative test after unit teaching, and the final test evaluation for the whole class at the end of the period. 7. Hint teaching mode: Lozanov is the representative figure, and the theoretical basis of this teaching mode is the hint principle. That is to say, let students learn suggestion teaching in accepting suggestion, so that visual content and abstract content can act on students at the same time, and at the same time use the two hemispheres of students' brains, so that students' unconscious psychological activities can play a role and be in a relaxed state. It is beneficial to stimulate a person's super memory. Its implementation principles mainly include ① the principle of being happy but not nervous; (2) the principle of unity of consciousness and unintentional knowledge; (3) the principle of interaction of suggestive means. It is characterized by putting students in a relaxed and pleasant learning environment, and comprehensively using hints, associations, exercises, music and other means and methods to arouse students' learning needs and interests, so that the two hemispheres of the brain coordinate their activities and combine conscious and unconscious psychological activities to form the best psychological state of learning. So as to give full play to the learning potential and improve the teaching effect. 8. unguided teaching mode: Rogers, the representative figure, advocates that teachers should play the role of facilitators in the teaching process, and teachers should establish harmonious personal relationships with students to promote their growth, emphasizing that the teaching process aims at solving students' emotional problems, including five stages, namely, determining help-situation; Rarr explores problems &; Rarr forms insight &; Rarr planning and selection &; Rarr integration emphasizes the role of teachers as promoters, servers and helpers in the teaching process, rather than as instructors. 9. The main teaching mode in contemporary China: (1) transmission-acceptance. The four-stage teaching method originated from Herbart was introduced into China after being reformed by Kailov and others (2) Self-study-tutoring. Also known as self-study-guidance (referred to as self-guidance), it is a mode for students to learn independently under the guidance of teachers. It is the (3) guidance-discovery model formed on the basis of practice and experiment according to the teaching guiding ideology of cultivating students' independent thinking ability and teaching students to learn. The teaching mode focuses on solving problems, pays attention to students' independent activities, and pays attention to the cultivation of thinking ability and willpower, and absorbs the procedure of "problem-hypothesis-reasoning-verification" advocated by Dewey and Bruner (4) situation-edification. Make students in the created teaching situation, make use of students' unconscious psychological activities and emotions, strengthen the teaching mode of conscious rational learning activities, and absorb Lozanov's suggestive teaching theory (5) Demonstration-imitation mode. After the teacher's explanation and demonstration, students can gain knowledge and skills by participating in exercises. (6) Concept acquisition. By experiencing the formation of the concepts and principles learned, learners can develop their thinking abilities such as induction and reasoning, and master the method of inquiry thinking, which mainly embodies the view of cognitive psychology school, that is, learning is the organization and reorganization of cognitive structure. (7) Mastering learning mode is based on Bloom's belief that "any teacher can actually help all his students get excellent grades". Its central task is not to control students, but to control learning. The key is to make students clear about their learning goals.

(5) Teaching principles-1. Idea: Teaching principle is the basic requirement that effective teaching must follow. They are the summary and generalization of teaching experience in long-term teaching practice, reflect the characteristics of students' physical and mental development and the regularity of teaching process, and reflect the requirements of teaching purposes, which not only guide teachers' teaching, but also guide students' learning. It should run through all aspects of the teaching process. 2. Foundation: social foundation, humanistic foundation and teaching itself. 3. Basic principles of primary and secondary school teaching: (1) The principle of unity of science and ideology means that teaching should be guided by Marxism, give students scientific knowledge, and combine knowledge teaching to educate students on socialist morality, correct outlook on life and scientific world outlook. This is the requirement of cultivating people with all-round development in morality, intelligence and physique, and the requirement of building socialist material civilization and spiritual civilization, which embodies the fundamental direction of teaching in China. At the same time, it is also a reflection of the ideological nature of knowledge and the educational law of teaching. (2) The principle of integrating theory with practice means that teaching should be guided by learning basic knowledge, understand knowledge from the connection between theory and practice, and pay attention to using knowledge to analyze and solve problems, so as to achieve the purpose of applying what you have learned. (3) Intuition principle means that students should observe what they have learned or describe the teacher's language in teaching, and guide students to form a clear representation of what they have learned and the process. Enrich their perceptual knowledge so that they can correctly understand book knowledge and develop their cognitive ability. (4) Heuristic principle means that in teaching, teachers should recognize students as the main body of learning, pay attention to mobilizing students' learning initiative, guide students to think independently, actively explore and learn vividly, consciously master scientific knowledge and improve their ability to analyze and solve problems. (5) The principle of gradual progress refers to teaching in accordance with the logical system of the subject and the order of students' cognitive development, so that students can systematically master basic knowledge and skills and form strict logical thinking ability. (6) The principle of consolidation means that teaching should guide students to grasp knowledge and skills firmly on the basis of understanding, and keep them in memory for a long time, and reproduce them quickly as needed to facilitate the application of knowledge and skills. Make students master basic knowledge and skills systematically and form strict logical thinking ability. (7) Acceptability principle means that the content, method, weight and progress of teaching should be suitable for students' physical and mental development, which is acceptable to them, but they need to master it through hard work to promote students' physical and mental development. (8) The principle of teaching students in accordance with their aptitude means that teachers should proceed from the actual situation and individual differences of students, and some should relax.

(6) Teaching organization form-1. Historical development of teaching organization: Teaching organization refers to the structure in which teachers and students combine to carry out activities according to certain requirements in order to complete specific teaching tasks. ① Individual teaching system. ② Class teaching system. ③ Tutorial system. ④ Dalton system. ⑤ Group teaching. That is to say, students are divided into classes of different teaching levels according to their ability or academic performance, including ability grouping and homework grouping (or internal grouping and external grouping). Its advantage is that it is more suitable for students' personal level and characteristics. Its disadvantage is that it is difficult to scientifically identify students' ability and level. Different people have different requirements for group teaching, and the side effects after group teaching are also great. 6 Trump system 2. Class teaching system: (1) The origin and development of class teaching system. /kloc-in the 6th century, Comenius was first practiced in some schools in Eastern Europe. At first, it was summarized and demonstrated theoretically to make it basically established. With Herbart as the representative, the formal stage theory of teaching process was put forward, which was an important supplement to Comenius theory represented by the former Soviet teaching theory, and the concept of class type and structure was put forward. Form the organizational form of the class teaching system into a system. (2) The main features of the class teaching system are fixed students, fixed places, fixed time, fixed teachers and fixed content. (3) The advantages are to improve teaching efficiency, give play to the role of teachers, give play to the educational role of classes, develop the physical and mental health of teachers and students, and improve the teaching quality. (4) The disadvantages are that students' subjective status or independence is limited and their practicality is not strong. Students have few practical opportunities, and their exploration and creativity are not brought into full play. Therefore, they mainly accept ready-made knowledge. It is difficult to take care of the individual differences of students. It is impossible to accommodate and adapt to various teaching contents and methods. Due to the limitation of class time, some complete teaching contents and activities are often artificially divided. 3. Reform of teaching organizational forms: 1. Teaching organizational forms tend to be flexible and diverse. 2. Teaching units tend to be rational. 3. The limitation of time and space is getting smaller and smaller.

(7) Teaching methods commonly used in primary and secondary schools-1. Teaching method: Teaching method is a way for teachers to impart knowledge to students through language system, which can be divided into telling, explaining, lecturing and reading. 2. Talk method: also known as question-and-answer method, it is a teaching method for teachers to make students acquire knowledge and develop their intelligence through question-and-answer and dialogue between teachers and students according to students' existing knowledge and experience. It includes four types: enlightening or enlightening conversation, retrospective or inspection conversation, summing-up or guiding conversation, discussion or research conversation. 3. Discussion: Under the guidance of teachers, students discuss and negotiate to solve specific problems and distinguish right from wrong to acquire knowledge. 4. Experimental method: It is a method for students to carry out independent experimental work with certain instruments and equipment under the guidance of teachers to acquire or verify knowledge. Methods of cultivating operational ability. Practice method: it is a method for teachers to guide students to carry out practical activities in certain places inside and outside the school according to teaching requirements and cultivate students' practical operation ability. Practice method: Under the guidance of teachers, students repeatedly use knowledge to complete certain operations and form skills 7. Visiting method: organize students to observe and contact with objective things or phenomena in specific places in nature or society in order to acquire new knowledge or consolidate and verify what they have learned. Self-study tutoring method: under the guidance of teaching.

(8) Basic links of teaching-1. Lesson preparation: including studying teaching materials, understanding students and choosing teaching methods. 2. Attending lectures: including defining teaching objectives, ensuring the scientific and ideological nature of teaching, mobilizing students' learning enthusiasm, adjusting teaching plans according to actual conditions, and organizing teaching activities. 3. Arrange and correct homework. 4. After-school tutoring. 5. Academic evaluation.

(9) Teaching evaluation and its reform-1. Meaning: the process of making value judgments on the process and results of teaching activities according to the teaching objectives. 2. Functions: feedback-adjustment, excitation-excitation and diagnosis. 3. Diagnostic, formative and summative evaluation: ① Diagnostic evaluation, also known as pre-teaching evaluation, pre-evaluation or pre-test, is the knowledge that students have before the beginning of semester teaching or unit teaching. The purpose is to find out the development of students' existing knowledge and ability, and to understand the characteristics, advantages and disadvantages of students' learning, so as to better organize teaching content and choose teaching methods. Teaching students in accordance with their aptitude ② Formative evaluation is implemented in the teaching process, aiming at making teachers and students know the progress of pedagogy in time, so as to improve teaching work and teaching quality ③ Summative evaluation is also called post-evaluation. It is an evaluation of grasping the final result of teaching activities when the teaching activities are coming to an end. 4. Academic performance evaluation refers to the evaluation of students' academic performance and the degree of achieving teaching objectives. Its methods mainly include examination, examination, investigation and observation. 5. Reform of teaching evaluation: ① In the past, the emphasis on evaluating teachers' teaching changed to evaluating students' learning. ② In the past, the evaluation of "double basics" and the implementation of the goal of academic ability changed to the formation of students' "double basics" and academic ability. It also pays attention to the formation and transformation of students' emotional attitudes and values in the learning process. ③ From paying attention to the evaluation of teachers' use of teaching materials and teaching methods in the past, we turned to the guidance of students' learning methods and the effective use of teaching media. ④ Pay attention to the development function of teaching evaluation. ⑤ Construct a new evaluation standard of classroom teaching. ⑤ Pay attention to teachers' self-evaluation and teaching reflection, and combine self-evaluation with other evaluations.

For more information, please click: 20 15 PubMed: Summary of Knowledge Points of Pedagogy Principles.

If you have questions about the postgraduate entrance examination, don't know how to summarize the contents of the postgraduate entrance examination center, and don't know the local policies for postgraduate entrance examination registration, click on the bottom to consult official website and get the review materials for free: /xl/