1. the relationship between development and teaching

(1) Teaching plays a great role in promoting psychological development;

(2) Teaching is restricted by the "readiness" of psychological development.

2. The concept, characteristics, constituent elements and organizational forms of teaching.

Teaching is a common teaching and learning activity between teachers and students with the course content as the intermediary. In essence, it is a process in which teachers guide students to learn according to the prescribed teaching tasks.

Teaching has three characteristics:

(1) Teaching must consciously and purposefully stimulate students' learning motivation;

(2) Teaching must explain or express exactly what students are required to learn;

(3) Teaching must organize students' learning in a way that is suitable for students' cognitive state and easy for students to accept.

The components of teaching are: teachers, students and course content.

Organizational forms of teaching: in-class, out-of-class, class, group, individualization, etc.

3. Classification of teaching objectives.

(1) Target classification in cognitive field: ① knowledge, which is the lowest level of cognitive learning; 2 understand; 3 use; ④ Analysis; ⑤ Comprehensive; ⑥ Evaluation is the cognitive result of level.

(2) Classification of goals in the emotional field: ① Acceptance, ② Reaction, ③ Value, ④ Organization, and ⑤ Personality of value and value system.

(3) Classification of goals in the field of motor skills: ① Whole-body movements; ② Coordinated and meticulous movements; ③ Non-verbal communication movements; ④ Speech acts.

4. The concept of teaching rhythm and order and the three kinds of teaching involved.

Teaching pace refers to determining how fast students can complete a series of teaching steps set for them. The order of teaching refers to the connection between each step.

Program teaching refers to the automatic teaching method based on the program designed according to the learning process theory.

Hierarchical teaching was put forward by Gagne, who attached great importance to the level of learning, and advocated that teachers should give students full and meticulous "procedural" guidance in teaching, so that students could follow the procedures stipulated in teaching and acquire systematic knowledge and ability.

Personalized teaching means that students complete their study courses according to their own progress, so as to meet the teaching requirements of mastering all professional courses.

5. Accept learning, discover learning and master learning.

(1) Accepting learning means that in the process of learning, what students have learned is provided to learners in a ready-made, more or less conclusive form, without relying on their independent discovery, and learners only need to accept or understand it in order to use or reproduce it in the future.

Among all kinds of receptive learning, Ausubel's meaningful receptive learning is more representative. According to the different relationship between new materials and appropriate knowledge in cognitive structure, assimilation in meaningful learning can be divided into three forms: inferior learning; Upper learning; Parallel and combined learning.

(2) Discovery learning is a teaching method advocated by psychologist Bruner. He believes that "discovery is not limited to the act of seeking things that humans have not yet known. To be correct, discovery includes all forms of acquiring knowledge with your own mind. " In essence, "discovery" is nothing more than reorganizing or transforming phenomena, so that people can transcend them and combine them, thus gaining new insights.

(3) Mastery learning is a teaching theory advocated by psychologist Bloom to adapt to students' individual differences. He believes that teaching is a purposeful and conscious activity. If our teaching is effective, the distribution of students' academic achievements should be a skewed distribution completely different from the normal distribution.

(B) the content is difficult

The concepts of teaching speed and order and the three kinds of teaching involved.

(3) Terms in this chapter

Teaching, teaching, rhythm and teaching order, programmed teaching, hierarchical teaching, personalized teaching, accepting learning, discovering learning and mastering learning.