The principle of teaching process optimization grasps the key problem in teaching theory, that is, how to organize the teaching process reasonably and obtain the greatest possible teaching effect without causing excessive burden to teachers and students.
First, the basic methods of teaching process optimization
Babanski put forward the basic method system of teaching process optimization, including six methods:
Overall planning of students' education, training and development tasks;
(2) Studying students and concretizing teaching tasks;
(3) concretizing the teaching content;
(4) Choose the most reasonable teaching form and method;
(5) treat students differently;
(6) Take special measures to save time and choose the best teaching speed.
Second, the teaching process optimization standards
Babanski pointed out that "the best" means "the best measured by a certain standard".
The so-called optimal teaching is to ensure that the teaching, education and students' development at that time can achieve the greatest possible effect, and the time spent by teachers and students in classroom teaching and extracurricular homework does not exceed the standards stipulated by school hygiene.
(A) optimization is not one-sided.
"The optimization of teaching process needs not only the scientific organization of teachers' labor, but also the scientific organization of students' learning activities." Therefore, it is one-sided to understand "optimization" as only referring to teachers' work.
(b) Optimization under specific conditions
The maximum possible effect mentioned here is not in general, but in view of the existing specific situation of a school or a class. "Therefore, the optimization of the teaching process is not a general ideal, but an optimization under specific conditions. Babanski pointed out that this view is based on Marxist theory about the concreteness of truth. " A certain method is the best method in one situation, and in another, it may not be the best method. "The past seems to be the best, and now it may not be the best; Similarly, it seems to be the best now, and may change in the future.
Optimization is a special principle of teachers' work.
The optimization of education and teaching process is not a new teaching form or method, but a special principle of teachers' work. To seriously implement this principle is to systematically and comprehensively consider the existing conditions and methods and organize the best teaching plan scientifically rather than spontaneously and accidentally. Babanski believes that it is a targeted and scientific control behavior, not a specific method.
(d) optimization to achieve the best results.
When organizing teacher-student activities based on the principle of optimizing the teaching process, "it is not only to improve its efficiency, but also to achieve the best, that is, the best result for this condition." The requirement that efficiency and effect should be considered at the same time put forward by babanski is actually a clear standard for the optimization of teaching process, which requires that the best quality education effect can be achieved with the least time and energy consumption under certain specific conditions. He believes that "if the standard of optimization is uncertain, there is no optimal value" and it is impossible to judge whether it is optimal.
Thirdly, the optimization of teaching process should consider the problem from the perspective of the whole system.
Babanski demands that the social, psychological and control factors should be unified in the teaching process, and the problems should be considered from the perspective of the whole system when determining the teaching purpose, task, content, rules and principles, organization, methods and final evaluation.
(A) teaching objectives and tasks
In terms of teaching objectives and tasks, he believes that teaching should not only complete the task of imparting knowledge, but also complete the task of training, education and development. The educational aspect of purpose and task refers to let students master all kinds of basic knowledge and skills and lay the foundation for students' scientific world outlook; The purpose of education includes completing the inseparable tasks of morality, intelligence, physique, beauty and labor, so that students can establish lofty ideals and positive attitudes towards life; The developmental purpose is mainly to promote the healthy development of students' various psychological qualities, cultivate the skills of learning activities and develop students' interests, abilities and endowments. Training, education and development are closely linked and inseparable.
(2) Teaching tasks
The optimization of teaching content requires that every specific teaching content must conform to three teaching purposes and tasks; It is necessary to highlight the main elements in the content in order to save teaching time and reduce the burden on students; We should consider the relationship between adjacent disciplines, coordinate with each other, avoid repeated teaching, and consider supplementing the latest information; In addition, students should be treated differently according to the differences between classes and students, and their different learning contents should be completed within the specified time.
(C) the organizational forms and methods of teaching
The general principle of optimizing teaching organization forms and methods is still to make a choice after comprehensively considering the objectives, tasks, teacher and student conditions and other factors. Babanski still affirmed that class teaching is the basic organizational form of the teaching process, but at the same time he also thought it necessary to distinguish class teaching, group teaching and individual teaching, and to understand their advantages and disadvantages. In the specific teaching, according to the specific situation, we should give priority to some form and combine the three. Babanski divided teaching methods into three categories: methods to stimulate and form learning motivation;
(4) Organization and implementation methods
Methods of organizing and implementing learning activities; Methods of inspection and self-inspection. He asked that six basic principles should be paid attention to when choosing teaching methods under specific circumstances: teaching methods must conform to teaching laws and principles; Must conform to the teaching purpose and task; It must adapt to the characteristics of teaching content; We must consider the possibility of collective learning between students and classes; We must consider the existing teaching conditions and the prescribed time limit; Must be suitable for the possibility of teachers themselves. Among these six standards, the teaching rules and principles put forward in the first one are the general outline.
(5) Teaching rules and principles
On teaching rules and principles. Babanski believes that the past teaching theory focused on the discussion of teaching principles, but lacked the analysis and research of teaching laws. But the teaching principle comes from the teaching law, and ignoring the latter is not conducive to the elaboration and understanding of the teaching principle.
According to babanski's exposition, the so-called teaching law refers to the regular conclusions drawn by analyzing the various relationships between the teaching system and its internal subsystems and its external large-scale systems from the viewpoint of system theory.
He believes that there are nine universal teaching rules, from which the teaching principle of 1 1 can be deduced.
1. The education and teaching process is restricted by the needs of socialist society. In particular, the demand of this society for people with all-round and harmonious development restricts the teaching process.
2. The teaching process is connected and unified with the whole breeding, education and general development process. From these two laws, we can deduce the principles of teaching purpose, scientificity and the combination of teaching with life and work practice.
3. The teaching process depends on students' actual learning possibilities, including students' external learning conditions and their own physical and mental qualities. This leads to the principle of acceptability of teaching.
4. The teaching process depends on certain external conditions, namely, material, health, moral psychology, aesthetic conditions and necessary time conditions. From this, we can deduce the principle of creating necessary conditions for teaching.
5. In the process of teaching, teaching and learning are interrelated and dialectically combined. From this law, we can deduce the principle of giving full play to students' consciousness and enthusiasm under the guidance of teachers.
6. The teaching content depends on the teaching task. This law can lead to the acceptability principle of teaching and the systematic and progressive principle of teaching, which is also reflected in the above-mentioned principles of teaching purpose, teaching with life and scientific teaching.
7. Teaching methods and means depend on teaching tasks and contents. Thus, the principle of combining various teaching methods and means according to teaching tasks and teaching contents is obtained.
8. The organizational form of teaching depends on the task, content and method of teaching. Thus, the principle of comprehensive application of various teaching forms according to teaching tasks, contents and methods is obtained.
9. All the components in the teaching process are interrelated, ensuring a solid, understandable and positive teaching effect under corresponding conditions. From this, the principles of stability, comprehension and effectiveness of teaching results are obtained.
Babanski has also formulated more detailed 17 teaching rules for the implementation of the above-mentioned1teaching principle. In this way, a three-level and increasingly operable teaching process optimization control system has been formed, which has become an important feature of teaching process optimization theory.
Babanski believes that the above control system is not static. With the progress of science and technology and other humanities, the development of society and the deepening of educational research itself, the research on teaching laws will also make progress, and the corresponding teaching principles and laws will be updated.
(vi) Teaching evaluation
He pointed out: the effect depends not only on the students' grades, but also on the all-round development of morality, intelligence and physique; Quality and time consumption are mainly based on the goals, tasks and other regulations put forward by the state. For example, the degree of conformity with the teaching plan and syllabus, the degree of conformity with the current school health standards, and so on. In addition, for each specific student, it should be treated according to the maximum learning possibility of each student. As for how much energy is consumed, there is no direct evaluation method at present.
Babanski advocated conversion or indirect observation. If a given task is completed within the time stipulated by science, then the energy consumed for it can be considered optimal.