Humanism, behaviorism teaching theory, cognitive teaching theory, constructivism teaching theory.

Extended data:

There are three schools of modern teaching theory: example teaching theory, structuralism teaching theory and teaching development theory. Bruner's structuralist teaching theory, zankov's teaching and development theory and Wagenshein's paradigm teaching theory enrich the content of pedagogy and improve its scientific level, which are regarded as three schools of modern teaching theory.

Zankov's theory of "teaching and development" applies the theory of Vygotsky, a famous psychologist and his tutor in the former Soviet Union.

Based on many years' teaching experience, Wagenshen first put forward the theory of "example teaching" in physics teaching and took the lead in practice. Bruner believes that knowledge learning includes three almost simultaneous processes, namely, acquiring new knowledge, transforming old knowledge and checking whether knowledge is appropriate.

Introduction to teaching and development theory

The theory of developmental teaching was summarized by Carrefour zankov, a famous psychologist and teaching specialist in the former Soviet Union, on 1975 after 20 years of continuous research. The teaching purpose of his theory is "to promote the all-round development of students with the greatest teaching effect possible". The goal of this sentence mainly includes three meanings:

One is "all-round development", that is, "developing students' intelligence, emotion, will, personality and collectivism." "

His "general development" is not only the development of a certain field, or the development of a special aspect. This shows that people's psychological development is a whole, which is the interaction of cognition and emotion. Without the whole, general development can only become empty talk, which will also affect the development of related fields.

The second is to promote general development with "the greatest possible teaching effect". In zankov's view, teaching effect does not only refer to "mastering knowledge", because he strongly opposes the view that "mastering knowledge will naturally develop ability".

In order to change the situation of students' memorization and neglect of ability, he put forward the dialectical relationship between mastering knowledge and developing ability. Therefore, "maximizing teaching effect" actually refers to mastering more knowledge and fully developing ability;

The third is to "promote" the development of students. His expectation of teaching is not to "wait" for the development of students, but to actively promote the development of students, and teaching must be ahead of the development of students. This idea is a reference to Vygotsky's theory of "zone of proximal development".