Typical teaching mode of learning theory

Teaching mode is a relatively stable structure framework and activity program of teaching activities established under certain teaching concepts or theories. At present, many teaching methods tend to develop in the direction of teaching mode. This paper briefly combs the teaching mode based on the four schools of educational psychology.

1. behaviorism program teaching mode

The founder of program teaching mode is American psychologist Skinner. Skinner put forward the theory of operational conditioning on the basis of Pavlov's classical conditioning theory, and answered how the operational behavior was formed. According to his operating rules, he proposed a program teaching mode, which includes the following steps:

(1) Divide the textbook into many small units;

(2) According to the logical order of these units, many levels or small steps from easy to difficult are formed for students to learn step by step.

(3) After students answer questions, teachers should immediately give feedback and show correct answers.

The model is based on the principle of operating conditions and active reinforcement, and a teaching machine is designed on this basis. It is a personalized learning mode, which is suitable for students with high ability and independent personality. It is basically an autonomous learning mode and lacks teacher-student interaction.

2. Cognitivism-Discovering the Learning Mode

Bruner is a representative figure of cognitive school. He argues that the purpose of learning is to transform the basic structure of the subject into the cognitive structure in students' minds by discovering the way of learning. Bruner believes that education should transform knowledge into a form of development to represent the development order of the system and serve as a model of teaching design for students to discover and learn. The general process of discovery learning is:

(1) Consciously observe specific facts with questions;

(2) put forward assumptions;

3 rise to the concept;

(4) into the ability to live.

3. Constructivism teaching mode-anchored teaching

Anchored teaching mode, also known as situational teaching, refers to creating situations containing real events or real problems, so that students can independently understand knowledge and construct meaning in the process of exploring events or solving problems. Teachers are also event explorers or problem solvers. Teachers provide students with necessary help in the process of constructing meaning together with students. The scene here is a real scene based on the real world, which is consistent with or similar to the real scene. Because this kind of teaching is based on real situations or problems, it is also called "example teaching" or "problem teaching".

Various events or problems in situational teaching are the "real tasks" that students have to complete, and they are the focus of teachers and students' thinking. Through the exploration of these events or problems by students and teachers, the teaching content and its process become a dynamic organic whole. These events or problems, like anchors, fix the "ideological anchors" of students and teachers in the ocean of knowledge, and constantly construct the true meaning of each subject in the in-depth exploration of knowledge. So some people call this kind of teaching "anchored teaching" vividly.

4. Humanism-non-directive teaching mode

Unsupervised teaching mode was put forward by Rogers, the representative of humanism. Humanistic learning theory emphasizes the development of human potential, personality and creativity, and the pursuit of self-realization, self-choice and healthy personality.

The so-called "no guidance" is to distinguish it from the "guidance" advocated by other theories. "Non-guidance" is not non-guidance, but an ambiguous guidance, that is, the art of guidance is needed to promote students' learning. Rogers advocated replacing the title of "teacher" with "learning promoter". The task of teachers is to provide students with the means and conditions for learning and promote the free growth of individuals. The teacher's role is "midwife" or "catalyst".

Teaching organization form

1. Individual teaching system: We need to focus on this is the most basic and commonly used teaching organization form in ancient society. Therefore, the topic of "the earliest teaching organization form" in the exam is actually an examination of the individual teaching system. As for its advantages and disadvantages, everyone can understand. The biggest advantage is that it is conducive to teaching students in accordance with their aptitude, but the disadvantage is that it is not conducive to the rapid training of talents in a large area;

2. Class teaching system: Class teaching system requires everyone to master the most content, and its test sites mainly include the following aspects:

(1) The main form of classroom teaching is the class teaching system, so the class teaching system is sometimes called classroom teaching in exams. This nickname needs to be mastered, and it needs connotative single-item exam preparation;

(2) The three characteristics of the class teaching system-"class, class and time" often appear in the form of single choice or multiple choices in the examination;

(3) The germination and establishment of the class teaching system are often investigated in the form of single choice, which requires everyone to master the class teaching system, which originated from the Principle of Eloquence by quintilian, an ancient Roman educator, and was first systematically discussed in Comenius' Theory of Great Teaching;

(4) The advantages and disadvantages of the class teaching system are occasionally examined in the form of short answers or multiple-choice questions or judgment questions, which need to be mastered. For example, its advantages include facilitating the rapid training of talents in a large area, giving full play to the leading role of teachers, giving full play to the advantages of class collectives, ensuring the smooth development of teaching activities and improving teaching quality. People mainly prepare for the exam in the form of short answers and multiple-choice questions, and its disadvantages, such as "not teaching students in accordance with their aptitude", "not cultivating the spirit of exploration" and "not flexible enough", will not only appear in the form of multiple-choice questions or short answers, but even appear in the examination and judgment of questions.

(5) Auxiliary forms and special forms of classroom teaching system, including on-site teaching and individual counseling, occasionally appear in the form of single choice or multiple choices, and its special form-compound teaching needs to be mastered. The first is the concept of compound teaching-two or more grades are arranged in a class, and teachers take turns to teach, which requires everyone to master in the form of single choice. Secondly, compound teaching is generally used in remote and poor areas, which lacks teachers and students to some extent.

3. Grouping teaching, also known as hierarchical teaching, also includes external grouping and content grouping. The frequency of questions in the exam is relatively low. What we should focus on is that external grouping breaks the traditional form of grouping by age, and occasionally surveys are conducted in the form of single choice;

4. Design teaching method (also called single choice teaching method) and Dalton system are also mostly investigated in the form of connotative single choice, so it is necessary for everyone to grasp that design teaching method abolished the class teaching system and textbooks, and teachers guided students to choose content and methods suitable for them, while Dalton system emphasized that teachers no longer systematically lecture books, but designated reading lists, assigned homework, students taught themselves and did their own homework to solve difficult problems in the classroom;

5. Trump system mostly appears in the form of single choice, requiring everyone to master the so-called "flexible course". At the same time, the combination of its characteristics-"large class, group study and individual teaching" also needs to be mastered according to individual choice!

Note: The above content is the expansion and extension based on the comprehensive knowledge of the textbook. Everyone should take the textbook as the basic point, carefully prepare for the exam, consolidate the knowledge points, master the answering skills, and lay a good job in the 20 19 teacher recruitment exam!

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