I. The concept of education

Education is a social activity to cultivate people. It is the basic way to inherit social culture, production experience and social life experience. Educational activities are the qualitative stipulation of education.

Two. Educational elements

Educators are influenced by the educator society.

Third, the basic methods of secondary education research

1. observation method: observation method is a research method in which researchers systematically investigate the research object purposefully through the senses or with the help of certain natural instruments under natural conditions to obtain empirical facts. Observation is a basic research method widely used in educational science research.

2. Investigation method: Investigation method is a research method for researchers to collect relevant information of research objects purposefully and in a planned way through questionnaires and interviews. And research and analyze the first-hand information obtained, so as to reveal the essence and law of things and seek solutions to practical problems. Investigation is widely used in educational science research, and is often combined with observation, historical research and experiment.

3. Historical method: Historical method refers to a research method in which researchers collect the historical facts of the occurrence, development and evolution of an educational phenomenon and conduct systematic and objective analysis and research, thus revealing its development law. The historical method of educational science research is to study educational science with historical research method, which is mainly suitable for studying the past educational practice activities and educational thoughts of human society.

4. Experimental method: Experimental method is a research method that the experimenter reasonably controls or creates certain conditions to artificially influence the research object according to the experimental purpose, so as to verify the hypothesis and explore the causal relationship between the conditions and the educational object.

5. Action research method: Teachers independently carry out reflective exploration in the real education and teaching situation, with the main purpose of solving specific practical problems in the work situation, emphasizing the integration of research and activities, so that teachers can learn, think, try and solve problems from the work process.

Chapter II Middle School Curriculum

I. Subject courses:

Also known as subject curriculum, it is a single subject curriculum organization model. Emphasize the relative independence between different disciplines and the integrity of a discipline's logical system.

Two. Comprehensive courses:

Multi-disciplinary curriculum organization mode, he emphasizes the correlation, unity and internal connection between multi-disciplines. Whitehead, a British educator, first proposed.

Three. Activity course:

Experience curriculum, also known as children-centered curriculum, starts from children's interests and experiences, breaks the boundaries of logical organization of disciplines, and organizes excellent courses with activities as the center. Representative: Dewey

Four. Compulsory course:

According to the national local or school regulations, the public courses that students must study are formulated to ensure the basic study of all students.

Verb (abbreviation of verb) elective course

According to the characteristics and development direction of different students, develop courses that allow individuals to choose to adapt to the individual differences of students.

National curriculum of intransitive verbs

It is designed in accordance with the general requirements for the development of the basic quality of all citizens, and reflects the basic standards of national education and the common requirements of the state for primary and secondary education in all localities and communities.

Seven. Local courses

Courses designed by local education authorities under the guidance of certain educational ideas and curriculum concepts according to national curriculum standards and the actual situation of local economic development and culture. It is the supplement of national curriculum in different places, and reflects the basic requirements of local social development for students' quality development.

Eight. School-based curriculum

The democratic decision-making process of curriculum development is based on schools.

Nine. Dominant curriculum

Open courses. Courses presented in a direct and obvious way in the school environment. Main features: planning.

X. invisible course

Potential courses. Spontaneous courses. It is a course presented in an indirect and implicit way in the school situation. Such as the relationship between teachers and students, school spirit and study style.

Chapter III Middle School Teaching

First, the basic laws in the teaching process

1. the law of the unity of direct experience and indirect experience

1) Students mainly study indirect experience.

2) Students should learn indirect experience on the basis of direct experience.

3) Problems that should be paid attention to when implementing the law of unifying direct experience and indirect experience.

Only pay attention to the teaching of book knowledge,

It only emphasizes that students discover and accumulate knowledge through their own exploration.

2. Master the law of the unity of knowledge and development ability

1) Mastering knowledge is the basis of developing intelligence.

2) Ability development is an important condition for mastering knowledge.

3) The internal mechanism of mutual transformation between mastering knowledge and developing ability

4) Problems that should be paid attention to

Combine the cultivation of students' thinking ability with the imparting of knowledge.

3. The principle of the unity of teachers' leading role and students' main role.

1) Teachers are in the position of organizers in teaching activities and should give full play to their leading role.

2) Students are in the main position of learning in teaching activities and should give full play to their initiative.

3) Establish a cooperative, friendly and equal relationship between teachers and students.

4. The law of the unity of imparting knowledge and ideological education.

1) Knowledge is the basis of the formation of ideas.

2) The improvement of students' ideological and moral character has laid the foundation for them to actively learn knowledge.

3) The combination of knowledge imparting and ideological and moral education.

2. Follow the basic laws of teaching, analyze and solve the problems in middle school teaching practice.

1. Pay attention to developing students' intelligence.

2. Give full play to the leading role of teachers while fully mobilizing students' learning enthusiasm.

3. Strengthen the guidance of learning methods and methods suitable for students.

4. Pay attention to students' emotional life.