Network education generally refers to distance education. In some documents issued by the Ministry of Education, modern distance education, also known as online education, is one of the qualifications of adult education.
It refers to the teaching mode using TV, Internet and other media, which breaks through the boundaries of time and space and is different from the traditional teaching mode of staying in school. Students who use this teaching mode are usually amateurs.
Because you don't need to go to a specific place to attend classes, you can attend classes anytime and anywhere. Students can also learn from each other through various channels, such as TV broadcast, internet, special counseling hotline, class research club and face-to-face teaching (correspondence).
It is a new concept after modern information technology is applied to education, that is, education by using network technology and environment. Enrollment targets are not limited by age and previous academic qualifications, which provides opportunities for people who have entered the society to improve their academic qualifications.
Chinese name distance education applied discipline psychology.
What is the definition of knowledge?
What is the definition of knowledge? It is still controversial in China. China's definition of knowledge is generally from a philosophical point of view. For example, the description of knowledge in the game Bible is "defining the entity and essence of all things as the right or wrong of knowledge." The entry about "knowledge" in China Encyclopedia of Education is as follows: "The so-called knowledge, as far as its content is concerned, is the attribute and connection of objective things and the reflection of the subjective image of the objective world in the human brain. As far as the form of activity is concerned, sometimes it is manifested as subjective perception or representation of things, which belongs to perceptual knowledge, and sometimes it is manifested as the concept or law of things, which belongs to rational knowledge. " From this definition, we can see that knowledge is the product of the unity of subject and object. It comes from the outside world, so knowledge is objective; However, knowledge itself is not an objective reality, but a reflection of the characteristics and connections of things in the human brain and a subjective representation of objective things. Knowledge is produced on the basis of the interaction between subject and object through the reflective activities of the human brain.
The above definition provides a philosophical basis for us to discuss the connotation of knowledge. The macroscopic understanding of philosophical reflection theory needs to be concretized from the perspective of individual cognition, so that it can be effectively used to guide the specific teaching of schools.
Knowledge classification
According to modern cognitive psychology, knowledge can be divided into broad sense and narrow sense. Generalized knowledge can be divided into two categories, namely declarative knowledge and procedural knowledge.
1. declarative knowledge
Declarative knowledge is knowledge that describes the characteristics and relationships of objective things, also known as descriptive knowledge. Declarative knowledge mainly includes three different levels: symbolic representation, concept and proposition.
Symbolic representation is the simplest declarative knowledge. The so-called symbolic representation refers to the symbol that represents something. For example, the form of English words, numbers in mathematics, symbols in physical formulas, symbols of chemical elements, etc. What students learn is symbolic representation.
Concept is a reflection of the essential characteristics of a class of things and a complex declarative knowledge.
Proposition is the statement of the relationship between things and the most complicated declarative knowledge. Propositions can be divided into two categories: one is an unusual proposition, which only expresses the relationship between two or more special things. Another kind of proposition represents the relationship between several things or properties. This proposition is called generalization, such as "the diameter of a circle is twice its radius", and the multiple relationship here is universal.
2. Procedural knowledge
Different from philosophy, cognitive psychology studies knowledge from the perspectives of the source of knowledge, the generation process and manifestation of individual knowledge. For example, Piaget believes that experience (that is, knowledge) comes from the interaction between individuals and the environment. This kind of experience can be divided into two categories: one is physical experience, which comes from the outside world and is the understanding of objective things and their connections obtained by individuals acting on objects; The other is logic-mathematical experience, which comes from the actions of the subject and is the result of the individual's understanding of the coordination between actions. For example, children gain experience about quantity conservation by fiddling with objects, and students gain knowledge about mathematical principles through mathematical reasoning. Piaget's definition of knowledge is expressed from the generation process of individual knowledge. In the classification of educational objectives, Bloom thinks that knowledge is "the memory of specific things and universal principles, the memory of methods and processes, or the memory of models, structures or frameworks", which is a description of phenomena from the perspective of the contents contained in knowledge.
The concept of education
Simply put, education refers to a social activity of imparting knowledge, cultivating talents and shaping personality, and it is the main way of human cultural inheritance.
However, as a complex social phenomenon, there is not a widely accepted definition of education in the theoretical circle, and different scholars have different understandings of education. From the perspective of the relationship between individuals and society, education can be understood as a practical activity including individual socialization and social individualization.
First of all, education takes the inheritance, arrangement and innovation of knowledge as its own responsibility, and it is the distribution center and creative source of knowledge. The process of creating knowledge is actually a process of constantly putting forward new ideas, new theories and new methods, a process of exploring the unknown world and verifying the essence of things, and a process of going through hardships and pursuing truth.
The education formed in this special activity and environment will inevitably leave a deep brand of "seeking up and down" and will inevitably take the pursuit of truth, upholding truth and defending truth as its own banner. Secondly, education is a way to pursue ideals and life ambitions.
The ultimate goal of creating knowledge and inheriting knowledge is to promote the progress of human civilization, make people get all-round development in the true sense, and fully display the beautiful beliefs and emotions of human beings. In a word, it is to meet the eternal needs of mankind.
Education always takes the future of mankind as its own construction object, full of ultimate concern for human destiny, and full of sense of responsibility and mission for our nation, society and the whole world. Compared with other human activities, education highlights: persistent pursuit of value, firm ideals and beliefs, lofty sacred mission.
Third, education rejects all the shackles and fetters of ideology and dogmatism, paying attention not only to books, but also to practicality. It always emphasizes independent personality, independent thinking and independent judgment, and requires academic rational thinking and research in a free atmosphere, so as to realize scientific innovation and development in an open environment. Fourthly, education is a rigorous truth-seeking activity, which mainly involves the thinking and dialogue between man and nature, man and the universe, man and law, man and logic, man and morality, man and society, and man and destiny. This kind of thinking and dialogue itself is a rigorous academic process.
Therefore, education despises shallowness, impetuousness, falsehood, quick success and quick success, drifting with the tide, advocates rigor, logic, demonstration and experience, and advocates down-to-earth hard climbing and hard struggle step by step. Fifth, education is an activity with strong critical spirit.
What are the ways to define concepts in mathematics?
What is a definition concept? It means to understand the unknown concept with the known concept and transform the unknown concept into the known concept. This is called a definition concept. The definition of concept consists of two parts: defined concept (known concept) and defined concept (unknown concept). For example, rational numbers and irrational numbers (defining concepts) are collectively called real numbers (defining concepts); Parallelogram (defined concept) is two groups of quadrangles with parallel opposite sides (defined concept). Its definition method is as follows. 1. The intuitive definition is also called the original definition, which is the original concept generated by intuition. These concepts cannot be explained by other concepts. The meaning of the original concept can only be vividly described by other terms and their respective characteristics, such as points, lines, surfaces, * * *, correspondence and other elements. The original concept is the result of people's generalization and abstraction of a class of things in long-term practical activities. It is the product of primitive abstract thinking activities. There are few intuitive definitions. 2. Definition of "species+grade difference" Method of "species+grade difference": the concept of definition = latest species+grade difference. This is a commonly used definition of connotation. "The most recent concept" is the most recent concept, and "class difference" is the definition of the defined concept. The class concepts with parallelogram as the closest concept are rectangle and rhombus, and the "equal adjacent sides" of rhombus are the essential attributes different from rectangle. "Equal neighbors" is the class difference of "diamonds". Let's look at several examples of the definition of "species+class difference": an isosceles trapezoid is two trapezoid with equal waist; A right-angled trapezoid is a trapezoid with a right angle; An isosceles triangle is a triangle with two equal sides or two equal angles. Logically, it can be defined by summarization and extension. For example, "rational numbers and irrational numbers are collectively called real numbers" and so on. To define a concept with the method of "species plus class difference", we must first find out the nearest species of the defined concept, then compare the objects reflected by other species of the same concept reflected by the defined concept to find out the "class difference", and finally add the class difference to the nearest species of the concept to define the concept and give the definition. The definition of species plus class difference is also called substantive definition in formal logic, which belongs to deductive definition, and its order is from general to special. It not only reveals the particularity of the object reflected by the concept, but also points out the generality. This is an effective definition method. Because of the different category characteristics and category differences of the concept itself, the narrative forms are also different. This definition method can reveal the connotation of the defined concept with the known connotation of the concept. It reveals the connotation of concepts, which is accurate and clear, and helps to establish the relationship between concepts and systematize knowledge. Therefore, it is widely used in the definition of mathematical concepts in middle schools. 3. Generative definition method (also called constructive definition method): The definition method that reveals the essential attributes of the defined concept through the description of the occurrence process of the object or the characteristics formed by the defined concept is called generative definition method. This definition method is a special form of the definition of "species+class difference". The class difference in the definition describes the occurrence process or characteristics of the defined concept. Instead of revealing the unique essential attributes of the defined concept, for example, the trajectory of a point equidistant from a fixed point on a plane (space) is called a circle (sphere). In addition, the concepts of cylinder, cone, frustum of a cone, differential, integral and coordinate system are also defined in middle school mathematics. Another example is that the locus of a point whose sum of the distances from a point to two fixed points on a plane is equal to a fixed length is called an ellipse. It rotates around a central point or axis. At the same time, the trajectory that the moving point gradually moves away from the circle is called a spiral. A straight bar is tangent to the circle and rolls without sliding. The locus of a point on the straight bar is called the involute of the circle. Let it be an event in experiment E. If E is repeated n times, in which A appears n times, it is called the frequency of event A. Under certain conditions, with the increase of the number of experiments, the frequency of event A gradually stabilizes at a fixed constant P, which is called the probability of event A. Therefore, as long as there are human mathematical activities, there is a generative definition of the concept. 4. Inverse definition method This is a definition method that gives the concept extension, also called inductive definition method. For example, integers and fractions are collectively called rational numbers; Sine, cosine, tangent and cotangent functions are called trigonometric functions; Ellipse, hyperbola and parabola are called conic curves; Logical sum, negation and product operations are called logical operations and so on. Are all mathematical concepts defined by this definition method. 5. Is the conventional definition method due to the need of practice or the development of mathematics itself? In practical activities, people find that some concepts are so important that they can be used in mathematical activities. For example, some specific numbers: pi, the base e of natural logarithm, etc. Some important values: average, frequency, variance, etc. Generalization of some mathematical activities: for example, algebra refers to the mathematical activities of studying finite multivariate finite operations; Geometry refers to the mathematical activity of studying the structure and form of objects in space and spatial structure; Random events refer to things that may or may not occur under the same conditions of society and nature, but their frequency is stable in a large number of repeated experiments; Probability refers to the mathematical measurement of the probability of random events; And so on. At the same time, in the development of mathematics, it is sometimes necessary to reach an agreement on mathematical concepts. For example, in a zero-power protocol, a vector with a modulus of zero is defined as a zero vector, and a vector with a modulus of 1 is defined as a unit vector. For example, the direction of vector product is defined by the right-hand rule. In mathematics teaching, it is necessary to instill in students that mathematical concepts can be agreed (its deeper meaning is that mathematics can be created). Consistency is the result of simple thinking. Because of this convention, mathematics is easy to operate. Conventional practice is not unique, but it should be reasonable or conform to the laws of objective things. For example, it is not impossible to specify the direction of vector product according to the left-handed rule. Convention is not arbitrary, but generally only those concepts that play an important role. For example, the limit of convention n approaching infinity is the base e of natural logarithm, because this number is very important for calculation. 6. Descriptive definition, also called descriptive definition, embodies movement in mathematics.
What is the definition of "knowledge"?
What exactly is knowledge is still controversial.
China's definition of knowledge is generally from a philosophical point of view. For example, the entry of "knowledge" in "China Encyclopedia of Education" states: "As far as its content is concerned, the so-called knowledge is the reflection of the attributes and connections of objective things and the subjective image of the objective world in the human brain. As far as the form of activity is concerned, sometimes it is manifested as subjective perception or representation of things, which belongs to perceptual knowledge, and sometimes it is manifested as the concept or law of things, which belongs to rational knowledge. "
From this definition, we can see that knowledge is the product of the unity of subject and object. It comes from the outside world, so knowledge is objective; However, knowledge itself is not an objective reality, but a reflection of the characteristics and connections of things in the human brain and a subjective representation of objective things. Knowledge is produced on the basis of the interaction between subject and object through the reflective activities of the human brain.
Knowledge is the only source of human free love and principles.