2. The school education system in various countries was basically formed at the end of 19.
3. At present, the length of compulsory education in most countries in the world is 9 years or more.
4. The earliest advocate of "no anger, no anger, no anger" is Confucius.
5. "Governing the country and reassuring the people, teaching first" shows the importance of education and the relationship between education and politics.
6. In the early days of the People's Republic of China, Kailov was the Soviet educator who had a great influence on China's educational theory system.
7. Education in a narrow sense mainly refers to school education.
8. The main content of China ancient school education is six arts, including: ceremony, music, shooting, imperial, calligraphy and number.
9. In ancient India, the one who could enjoy the best education was the highest caste at that time: Brahman.
10, the main symbol of institutionalized education or formal education is the formation of modern times: the school education system.
1 1. The imperial examination system in China began in the Sui and Tang Dynasties.
12. At the end of the Warring States Period, an educational document with world influence appeared in China: Xue Ji.
13. In ancient Greece, Socrates was the first great educator who put forward the discovery method.
14. Plato, a famous ancient Greek thinker, is his educational masterpiece: The Republic.
15. The earliest educational thinker who put forward the theory of "Education follows nature" in the history of human education was Aristotle in ancient Greece.
16. Pedagogy, as an independent discipline, sprouted from Comenius's Great Pedagogy.
17. The educator who emphasized the psychological and ethical foundation of pedagogy and laid the foundation of scientific pedagogy was Herbart.
18, the representative figure of bourgeois traditional pedagogy is Herbart.
19 and the representative figure and work of pragmatic pedagogy in the early 20th century is Dewey's People-oriented and Education.
20. Dewey is an American educator who advocates that teachers should take students' development as the goal and take children as the center.
2 1. institutionalized education refers to an education system with hierarchical structure and age classification.
22. General education mainly refers to school education with the goal of further studies and (basic scientific knowledge) as the main teaching content.
23. Vocational education is a school education with production of labor knowledge and skills as the main teaching content, production of labor knowledge and skills as the main teaching content and employment as the main goal.
24. Locke, a British educator, called him a gentleman with aristocratic style, bourgeois entrepreneurship and talent, and strong physique.
25. Education is different from other things and phenomena. The qualitative stipulation of education means that education is a social activity.
26. The system of school education at all levels in a country is stipulated, including the nature, tasks, admission conditions, enterprise years and the relationship between them (school education system).
27. Early medieval missionary schools in Western Europe mainly studied theology and seven arts, including (vocabulary, music, arithmetic, geometry, grammar, astronomy and dialectics).
28. The symbol of the rise of modern institutionalized education in China was in the late Qing Dynasty ("Abolishing the Imperial Examination and Promoting the School").
29. The modern and complete school system in China originated from the "Renyin School System" of 1902 and the "Guimao School System" of 1903.
30. After the Song Dynasty, as the basic textbook and basis of the imperial examination, it was (four books and five classics).
3 1. In medieval Europe, church schools (parochial schools) were used to teach the children of ordinary poor people religion and literacy.
32. The educational thought of Confucius, the greatest educator in ancient China, is mainly embodied in the Analects of Confucius.
33. Pedagogy is a science that studies educational phenomena and problems and explores (educational laws).
34. The thinkers of humanistic education in the Renaissance were Italian (Vitorino), French Montaigne and rabelais.
35. The educator who advocates letting children let nature take its course and even get rid of social influence is the French enlightenment thinker (Rousseau).
36. Socrates' question and answer method is divided into three steps. The first step is called Socrates' satire, the second step is called definition and the third step is called midwifery.
37. A major feature of ancient Egyptian education is that "I was a teacher" and "Li was a teacher".
38. The masterpiece of Swiss educator Pestalozzi is Lienhard and Godud.
39. The educational thought of Rousseau, a French enlightenment thinker, is embodied in Emile.
40. General Pedagogy, the representative work of German educator Herbart, marks that pedagogy has become a standardized discipline.
4 1, Dewey is a representative figure of (pragmatism) pedagogy in the early 20th century, and his masterpiece is People-oriented and Education.
42. Historical materialism holds that the ultimate determinant of educational development is social productive forces.
43. Under certain social conditions, the social factors that determine the leadership of education are: political and economic systems.
44. Schultz, a representative figure of American human capital theory, believes that the contribution of education to national economic growth is 33%.
45. As a special cultural phenomenon, education has dual cultural attributes, that is, it conveys and deepens cultural harmony, and it also constitutes cultural noumenon.
46. The ideas, concepts and behaviors acquired by all or some members of a school are called school culture.
47. The core of campus culture is the spirit or concept culture of the school.
48. Under certain social conditions, the most direct social factor that restricts the nature and development direction of education is the political and economic system.
49. The development of education is restricted by the development of political and economic system and social productive forces, but education has its own development law and is characterized by relative independence.
50. The main mode of reproduction of scientific knowledge is (school education).
5 1, the impact of science and technology on education, first of all, is the driving force of educational development, but also can point out the direction for the development of education and predict the results.
52. The reproduction of scientific knowledge in school education is organized, planned and efficient.
53. There are two forms of school material culture: one is (environmental culture) and the other is (facility culture).
54. School spiritual culture can be divided into the following four basic components: (1) cognitive component, (2) emotional component, (3) value component and (4) ideal component. )
55. There are three main ways to express the organizational and institutional culture of the school: the organizational form to ensure the normal operation of the school; (2) Rules and regulations; (3) Role specification. )
56. Wilson, an American biosocialist, believes that the essential force that determines all human behaviors is gene replication.
57. Watson, an American behavioral psychologist, believes that human development is completely determined by the environment. This is a kind of: external theoretical point of view.
Endogenous theorists generally emphasize that the strength of people's physical and mental development mainly comes from people's own internal needs.
59, psychoanalysis school believes that human sexual instinct is the most basic natural instinct, is a potential, unconscious, the most fundamental driving force to promote human development. This is an endogenous view.
Gesell, an American psychologist, believes that the decisive factor of human development is the mature mechanism.
6 1. The function of genetic quality in people's physical and mental development is to provide material premise.
62. In the process of individual development, the universal, typical and essential characteristics formed at a certain age stage are called age characteristics.
63. The period when a certain function and ability of an individual's physical and mental development is most suitable for formation is called the critical period.
64. The founder of psychoanalysis (Freud) believes that human sexual instinct is the most basic natural instinct and a potential, unconscious and fundamental driving force to promote human development.
65. A person's physical and mental development includes two aspects: (1) physical development and (2) psychological development. )
66. Psychological development is an important part of human development, including two aspects (cognition and intention).
67. There are different explanations about the motivation of physical and mental development, such as endogenous culture, exogenous theory and multi-factor interaction theory.
68. From the activity level, personal practice consists of three different levels and contents: physical, psychological and social.
69,19th century British philosopher (Locke) put forward the famous "whiteboard theory", emphasizing that external forces determine human development.
70. genetic epistemology, a Swiss psychologist (Piaget), believes that individual cognitive development has gone through the development process of perceptual operation, pre-operation, concrete operation and formal operation in turn.
7 1, the research of American psychologist (Kohlberg) proves that the development of people's moral cognition has experienced a development process from the pre-secular level to the secular level and then to the post-secular level.
72. According to the tasks of various schools at all levels, the special requirements for the trained people are called training objectives.
73. What can the purpose of education do? The role of guidance, encouragement and evaluation.
74. The theoretical basis of China's educational purpose is Marx's theory of all-round development of human beings.
75. Mao Zedong put forward the first educational policy of the new China: 1957.
76. The characteristics of quality education are: cultivating innovative spirit.
77. The highest task of aesthetic education is to create beauty in terms of ability.
78. Marx believed that the only way to realize man's all-round development was to combine education with productive labor.
79. The general requirements of the state for what kind of people the educated train are (educational purposes).
80. Aesthetic education is to cultivate students' health (aesthetics) and develop students' ability to appreciate and create beauty.
8 1, the levels of educational objectives include (national educational objectives, training objectives of various schools at all levels, and teaching objectives of teachers).
82. Intellectual education is to give students systematic (scientific and cultural knowledge and skills) and develop their intelligence and education related to learning (non-cognitive factors).
83. Physical education is an education that gives students knowledge and skills about physical health, develops their physical strength, enhances their (self-care awareness) and physique, cultivates their needs and habits of participating in physical activities, and enhances their (willpower).
84, labor technology education is to guide students to master the knowledge and skills of labor technology, and form the education of labor (viewpoint) and (habit).
85. The basic principles of protecting children defined in the Convention on the Rights of the Child adopted by the United Nations General Assembly do not include the principle of non-discrimination.
86. Students' right to be respected by others and to maintain a good image and dignity refers to students' right to personal dignity.
Generally speaking, the professional role played by teachers does not include: the role of service provider.
88. The Convention on the Rights of the Child adopted by the United Nations General Assembly to protect the rights and interests of adolescents and children was promulgated on: 1989.
89. The most striking feature of the teaching profession lies in its professional role: diversification.
90. The condition for the possibility and plasticity of students' development to become a reality is the interaction between individuals and the environment.
9 1. As the main body of learning, students' subjective initiative is mainly manifested in their personal hobbies, interests, pursuits and individuals (independent will).
92. The Convention on the Rights of the Child adopted by the United Nations General Assembly defines the basic principles of protecting children as: (the best interests of children, respect for children's dignity, respect for children's views and opinions, and non-discrimination).
93. The status of primary and secondary school students in China's relevant laws and regulations is that primary and secondary school students receive education (underage citizens) in middle schools or primary schools or educational institutions at all levels recognized by national laws.
94. As the subject of rights, the rights enjoyed by students mainly include personal rights and (the right to education).
95. The teaching profession is (specialized) in nature.
96. Whether a teacher can perform the role of a teacher well depends fundamentally on the teacher's (professional quality).
97. The professional qualities that teachers need mainly include (discipline and education).
98. The Teacher Law of People's Republic of China (PRC) clearly defines the concept of a teacher: a teacher is a professional who performs the duties of education and teaching, and undertakes the mission of teaching and educating people, cultivating builders and successors of the socialist cause and improving the quality of the people.
99. With regard to the employment of teachers, China is currently implementing a teacher qualification system.
100. Teachers and students form a (giving and receiving) relationship in the teaching and learning of educational content.
10 1, the relationship between teachers and students is (democratic and equal).
102, schoolwork and progress refer to: courses.
103. Courses can be divided into basic courses, extended courses and research courses.
104. According to different curriculum developers, courses can be divided into national courses, local courses and school courses.
105, the compilation of curriculum structure refers to: curriculum design.
106, subject standard refers to the guiding document about the teaching content of each subject in the curriculum plan, also called the syllabus.
107. The components of the subject curriculum standard (syllabus) include this part and (explanation part).
108, the new curriculum reform should change the situation that curriculum management was too centralized in the past and implement three levels of management at the national, local and school levels.
109, the course objectives have five aspects, namely: time limit, concreteness, foresight, operability and guidance.
1 10, and the course type of course organization or design is called (course type).
1 1 1. Basic courses are courses that focus on the cultivation of students' (basic abilities).
1 12. From the perspective of curriculum tasks, courses can be divided into three types: basic courses, extended courses and research-oriented courses.
1 13. From the perspective of curriculum developers, courses can be divided into three types (national courses, local courses and school courses).
1 14. The general requirement of a certain society for cultivating people is generally called (educational purpose).
1 15. There are three basic bases for setting the curriculum objectives, namely, (research on students, research on society and research on disciplines).
1 16. In a narrow sense, the specific process of making a course is (course design).
1 17. The factors that affect students' learning characteristics are (basic factors, internal factors and external factors).
1 18, students' learning has four characteristics, namely (uniqueness, stability, development and flexibility).
The primary task of teaching is to impart basic knowledge and skills.
120, the earliest idea in the teaching process is the integration of learning, thinking and doing, which was put forward by Confucius.
12 1. The educator who put forward the teaching theory based on individual epistemology is Comenius.
122, trying to explain the teaching process with the "apperception theory" of psychology: Herbart.
123, students know the objective world through book knowledge, which embodies the following characteristics of the teaching process: indirectness.
124, the advocate of formal education theory is Locke.
125, the theory of entity education holds that the main task of teaching is to impart knowledge.
126, the central link in the teaching process stage is: understanding knowledge.
127, Confucius put forward "don't be angry, don't be angry, don't be unhappy, don't be angry", which requires the implementation of the principle of inspiration in teaching methods.
128, Confucius put forward the requirements of "learning from time to time" and "reviewing the old and learning the new", which means that the principle of consolidation should be implemented in teaching.
129, Xue Ji put forward the principle of "Tao is inspiration, strength is restraint, and opening is inspiration".
130, Xue Ji said, "Don't give it to the grave." Which of the following teaching principles is consistent with its ideological system: the principle of gradual progress.
13 1. Herbart was the first educator who put forward "teaching is education".
132, the book of learning requires "learning without being lazy", which means that the principle of gradual progress should be implemented in teaching.
133. The method by which teachers ask questions to students and guide them to acquire or consolidate knowledge through questions and answers is called "talking method".
134, under the standard of educational purpose, the activity composed of teachers' teaching and students' learning is called (teaching).
135, school work must adhere to the principle of "teaching first, overall arrangement".
136, Confucius summarized the learning process as a unified process (learning, thinking and doing). This is the earliest thinking about the teaching process.
137 and 19 century German educator Herbart tried to explain the teaching process with psychology (apperception theory).
138, the particularity of the teaching process is manifested in (indirectness, guidance, simplicity, communication) and so on.
139, the core of intelligence is (thinking ability)
140, the main representatives of substantive education theory are (Herbart and Spencer)
14 1. According to formal education theory, the main task of teaching is (developing intelligence).
142, the basic stages of the teaching process are (stimulating learning motivation, understanding knowledge, consolidating knowledge, applying knowledge and checking knowledge. )
143, according to the purpose of teaching and the understanding of teaching rules, the basic criterion guiding teaching work is called (teaching principle).
144, intuitive means can be generally divided into (object intuitive, model intuitive, language intuitive).
145. The way for teachers to impart knowledge to students through the spoken language system is (teaching method).
146, the core link of the exam is: proposition.
147, a test can correctly measure the degree of what it wants to measure, which is called the validity of the test.
148. If high-level students can get high marks in the examination items, while low-level students can only get low marks, which of the following quality indicators is high: discrimination.
149. Comenius first demonstrated the class teaching system in theory.
150, the proponent of design teaching method is Ke Qubo.
15 1. In the following teaching organization forms, it is beneficial to cultivate students in a large area with high efficiency: class teaching.
152, Birkhurst founded the teaching organization form: Dalton system.
153. In teaching activities, teachers and students unite to carry out activities in order to complete specific teaching tasks, which is called teaching organization form.
154. A comprehensive plan for various teaching actions to achieve a certain predictive effect is called: teaching strategy.
155, the strategy centered on the form of teaching organization is: formal strategy.
156, the basic procedures of teaching work are (preparing lessons, attending classes, assigning and correcting homework, tutoring after class, checking and evaluating academic performance. )
157, the contents of preparing lessons include: (understanding students, studying teaching materials and making teaching plans. )
158. There are three common teaching plans (lecture, outline and comprehensive).
159. According to the teaching tasks, classes can be divided into two categories (single-subject classes and comprehensive classes).
160, the basic components of the course and the order, time limit and relationship of each component are called (the structure of the course).
16 1. The comprehensive course consists of (organizing teaching, checking and reviewing, teaching new textbooks and assigning homework).
162. There are two ways to take the exam (oral and written).
163, the quality indicators of the test proposition mainly include reliability, validity, discrimination and difficulty.
164, the evaluation of academic performance can be in two forms (scores and comments).
165. There are two commonly used scoring methods (percentage system and grade system).
166. Graded scoring methods include (text scoring method and digital scoring method).
167, the class teaching system is to organize a certain number of students into fixed classes according to their age and knowledge level.
168, the first class teaching system in China 1862 was adopted by the Qing government, which was higher than that in Beijing (Shi Jing Wentong Museum).
169, and the external grouping includes (ability grouping and interest grouping).
170, external grouping refers to breaking the traditional practice of dividing classes according to age and changing to dividing classes according to students' learning ability or interest.
17 1. The basic characteristics of the teaching strategy are (comprehensiveness, operability and flexibility).
172, teaching strategies can be divided into (content type, form type, method type and comprehensive type) according to the constituent factors.
173. Ideological education is to educate students with a correct outlook on life and a scientific world outlook.
174. What are the basic contradictions in the process of moral education? Moral education requirements put forward by educators and the existing moral level of educatees.
175, Yan Hui said, "Master was persuasive. He wrote me a letter asking me to be polite, but he couldn't stop." It embodies the principle of moral education: persuasion.
176. From the perspective of moral education, "a key opens a lock" embodies the principle of moral education: teaching students in accordance with their aptitude.
177. By creating a good situation, the way to cultivate students' moral character imperceptibly is: edification.
178. According to certain requirements and standards, the moral education method to judge students' thoughts and words is: moral evaluation method.
179, the basic method in moral education is persuasion education.
180, the moral education method embodied in the sentence "peaches and plums are speechless, and the next step is self-made" is: model demonstration method.
18 1, makarenko's "demand as many people as possible and respect as much as possible" embodies the principle of moral education: respect students and strictly demand students.
182, school moral education in a narrow sense refers to (moral education).
183, school moral education has the characteristics of sociality, historicity, class and nationality, inheritance and world.
184, the content of moral education is mainly composed of (political education, ideological education, moral education and mental health education).
185, the process of moral education is essentially a unified process (individual socialization and social standardization).
186. The process of moral education consists of four elements which are mutually restricted: educators, educatees, moral education contents and moral education methods.
187. Educators play a leading role in the process of moral education, and the educated are the main body of self-moral education and development.
188, self-evaluation ability is self-education (cognitive basis).
189, the basic way of moral education is (politics and other subjects teaching).
190. The general term for the activities of educators and educatees to achieve the purpose of moral education is (moral education method).
19 1. The moral education method to improve students' moral consciousness and form correct views is persuasion education method.
192. Persuasion methods include persuasion with words and persuasion with facts.
193, examples include (great men, educators and students).
194, edification mainly includes (personality edification, environment edification, art edification).
195, moral evaluation method usually includes (praise and reward, criticism and punishment and moral evaluation) and other ability components.
196. In the four moral education links of knowledge, emotion, will and action, (knowledge) is the foundation and (action) is the key.
197, the moral education method embodied in the sentence "moisten things quietly" is (edifying method).
198, the moral education method embodied in this sentence is (model law)
199. In the cognitive mode of moral education, there are two moral norms involved at the same time, and they cannot have both (dilemma).
200, the actual exercise method is purposefully organize students to carry out certain practical activities to cultivate their good moral quality.
20 1. By creating a good situation, the method of cultivating students' moral character imperceptibly is (edifying method).
202. According to certain requirements and standards, the moral education method of judging students' thoughts and words is (moral evaluation method), which is a means of moral development (strengthening).
203. The most basic organizational unit of education and teaching management in the school management system is the class.
204. The word "class" was formally put forward by Ailas Moss, a famous educator in the Renaissance.
205./kloc-At the beginning of the 9th century, the country where "tutorial system" appeared was Britain.
206. The head teacher not only influences the individual through collective management, but also influences the collective through direct management of the individual. This management mode is called class: parallel management.
207. The head teacher and the students jointly determine the overall goal of the class, and turn it into group goals and personal goals, so that it can be integrated with the class goals, thus promoting class management activities and achieving class goals. This is called class: management by objectives.
208. In class management, the head teacher belongs to the class: * *.
209. The outstanding value of class collective in educating people is realized through collective education.
2 10, the leadership style of class teachers can be generally divided into three types, namely: authoritative, laissez-faire and democratic.
2 1 1. The famous educator (Eiras Moss) was the first person to formally use the word "lei".
2 12 and 17 century Czech educator Comenius summarized his predecessors' and his own practical experience, and demonstrated the class organization in his masterpiece On Great Teaching.
2 13,1At the beginning of the 9th century, the tutorial system appeared in British schools, which greatly promoted the development of class organization.
2 14, China adopted the form of class organization, and the earliest prototype began in 1862 when the Qing government opened its port (Shi Jing Wentong Museum).
2 15, through the formulation and implementation of rules and regulations to manage the routine activities of the class is (class routine management).
2 16, the class teacher not only indirectly affects the individual through the management of the collective, but also directly affects the collective through the management of the individual, so the management mode that combines the management of the collective with the management of the individual is (class parallel management).
2 17, class members participate in class management (class democratic management) on the premise of obeying class collective correct decision-making and taking responsibility.
2 18, put forward by American management scientist (Drucker), transforms the traditional management mode of other control into the target management mode that emphasizes self and self-control.
2 19. In class management, we usually call class organizers, leaders and educators (class teachers).