How to deal with different types of knowledge in the teaching process

The inevitable connection between indirect experience and direct experience: the main task of students' understanding is to learn indirect experience; Learning indirect experience must be based on the direct experience of the individual student; Prevent the tendency to ignore systematic knowledge transfer or direct experience accumulation.

The inevitable connection between the mastery of knowledge and the development of intelligence: the development of intelligence depends on the mastery of knowledge, and the mastery of knowledge depends on the development of intelligence; Guide students to consciously grasp and apply knowledge in order to effectively develop their intelligence; We should prevent the one-sidedness of focusing solely on knowledge teaching or focusing only on ability development.

The inevitable connection between mastering knowledge and improving thinking: the improvement of students' thinking is based on knowledge; Only by guiding students to have a positive attitude towards what they have learned can their thinking be improved; The improvement of students' thinking also motivates them to actively learn knowledge.

The inevitable connection between intellectual and non-intellectual activities: non-intellectual activities depend on and actively affect intellectual activities; Adjust students' non-intellectual activities according to teaching needs in order to effectively carry out intellectual activities and complete teaching tasks.

The inevitable relationship between the teacher's leading role and students' initiative: giving full play to the teacher's leading role is a necessary condition for students to learn knowledge quickly and effectively, and develop their body and mind; Mobilizing students' learning initiative is a major factor for teachers to teach effectively. Prevent the bias of ignoring the motivation of students and ignoring the leading role of teachers.

The basic stage at which students master knowledge.

Arouse curiosity: Teaching should start from inducing and arousing curiosity, and start from being psychologically prepared for learning; There is a contradiction between knowing and not knowing, and there is an internal motivation to seek knowledge.

Perceiving the textbook: If the student has the necessary perceptual knowledge and forms a clear appearance, it is easier to understand the book knowledge.

Understanding the textbook is the central part of teaching.

Consolidate knowledge: Only by remembering the basic knowledge learned on the basis of understanding can you smoothly absorb new knowledge and apply existing knowledge freely. Develop students' memory.

Application of knowledge: Emphasis is placed on the application of knowledge and the cultivation of students' skills and techniques.

Check knowledge, skills, techniques: It is very necessary to cultivate students' ability and habit of self-examination of what they have learned in a timely manner.

Problems to be paid attention to when applying: flexible use according to the specific situation; Pay attention to the intrinsic connection between the stages and do not sever them; The function of each stage is an indispensable factor in the whole teaching process.

In the process of teaching, the relationship between teachers and students is not only the relationship between the knowledge transmitter and the receiver, but also contains a variety of complex relationships, and the processing of these relationships directly affects the teaching effect. Here are a few relationships that should be handled in the teaching process.

1.Teacher-student relationship.

The teacher-student relationship is the most basic relationship in the teaching process. In this relationship, teachers should respect students and give them enough attention and support to help them overcome difficulties in learning. At the same time, students should respect teachers, listen carefully, and actively participate in classroom activities.

2.Student-to-student relationships.

The student-to-student relationship is also very important, it involves the learning and growth of the student. In the classroom, students should respect each other, cooperate with each other, complete class tasks together, and avoid comparing with each other and excluding others.

3.Relationships within disciplines.

Relationships within disciplines refer to the relationships between different courses. Teachers should make connections between different subjects so that students understand the relationship between different subjects. For example, when teaching history courses, you can introduce some knowledge related to the arts, so that students can understand the connection between history and other subjects.

4.Teacher-parent relationship.

The teacher-parent relationship is also very important to help teachers better understand their students' home environment and learning. At the same time, parents should also actively cooperate with teachers and pay attention to the learning progress and development of students.

5.The relationship between teachers and society.

Teachers also have a very close relationship with society. Teachers should keep abreast of the latest developments in society and education, and constantly improve their teaching level and ability. At the same time, teachers should also make certain contributions to society, participate in social welfare activities, and enhance the social value of education.

The above are several relationships that should be handled well in the teaching process. Teachers should pay attention to these relationships and handle them carefully to make classroom teaching more effective and allow students to grow happily in a pleasant atmosphere.

Teaching is a complex task that requires teachers to navigate multiple relationships in order to get the best learning outcomes for students. Here are a few relationships that need to be handled during the teaching process:

1.Teacher-student relationship

The relationship between teachers and students is the most basic relationship in the teaching process, teachers need to respect students, care for students, stimulate students' interest in learning, and maintain the authority of teaching. Teachers need to understand the learning needs of students, and design appropriate teaching strategies according to students' learning characteristics and personality differences, so that students can learn in a relaxed and pleasant atmosphere.

2.Student-to-student relationships.

The relationship between students is also a relationship that needs to be handled in the teaching process. Teachers need to create a positive learning atmosphere where students respect each other, work together, collaborate and make progress together. Teachers can cultivate students' spirit of cooperation and teamwork by organizing group activities and cooperation**.

3.Teacher-parent relationship.

The relationship between teachers and parents is also a relationship that needs to be handled well in the teaching process. Teachers need to maintain good communication with parents, provide timely feedback on students' learning and performance, and let parents understand their children's learning status and pay attention to their children's growth. At the same time, teachers also need to respect parents' opinions and suggestions, and work with parents for their children's future.

4.The relationship between the teacher and the teaching material

The relationship between teachers and teaching materials is also a relationship that needs to be handled well in the teaching process. Teachers need to be proficient in teaching materials, flexibly use teaching materials according to students' learning characteristics and needs, and design creative and interesting teaching activities to stimulate students' interest and enthusiasm in learning.

In short, in the teaching process, teachers need to deal with multiple relationships in order to get the best learning results for students. Teachers need to respect students, parents, and teaching materials, create a positive learning atmosphere, let students learn in a relaxed and pleasant atmosphere, and jointly promote the growth and development of students.

Summary. Hello, it is a pleasure to answer different teaching content for you, and choosing the right teaching method can help students understand the knowledge they have learned in simple terms, and solve the problem of reasonable processing of teaching content. We encourage teachers not to "teach textbooks" mechanically, but to "teach with textbooks", and to make reasonable and appropriate processing and transformation of textbooks.

Hello, it is a pleasure to answer different teaching content for you, choosing the right teaching method can help students understand the knowledge learned in simple terms, and solve the problem of yes, reasonable processing of Youque teaching content. We encourage teachers not to "teach textbooks" mechanically, but to "teach with textbooks", and to make reasonable and appropriate processing and modification of textbooks.

Multiple choice answers include a, conversation, b, brainstorming, c, group **, d, observation and guidance.

d.Observational guidance method.

Answer]: Teaching mode refers to a relatively stable structural framework and activity procedures of teaching activities established under the guidance of certain teaching ideas or teaching theories. The teaching model is not only the concretization of teaching theory, but also a systematic generalization of teaching experience.

The commonly used teaching modes in China are: (1) Transmission and acceptance mode: a teaching mode that has been widely used in the teaching practice of primary and secondary schools in China for a long time and is widely known.

The basic teaching procedures: arouse the desire for knowledge, perceive the textbook, understand the textbook, use the textbook, check and evaluate. (2) Self-study and counseling mode:

A model in which students learn independently under the guidance of teachers. This teaching mode is formed on the basis of practice and experimentation in China's education circles according to the teaching guiding ideology of cultivating students' ability to think independently and teaching students to learn. (3) Situational cultivation mode:

It refers to a teaching mode that creates a teaching environment in which emotion and cognition promote each other, so that students can effectively acquire knowledge in a relaxed and pleasant teaching atmosphere, and at the same time cultivate emotions. In this model, the teacher is the stimulator and maintainer of students' emotions. (4) Demonstration imitation mode:

It is a teaching mode in which knowledge and skills are acquired through teachers' explanations and demonstrations, and students engage in participatory exercises. Teachers should focus on the explanation and demonstration of the principles, procedures and key aspects of behavioral skills. Since teachers cannot evaluate every student, every movement and skill practiced, attention should be paid to the interaction and observation between students.

This model is particularly suitable for teaching content that aims at the acquisition of behavioral skills. (5) Try the teaching mode: when teaching a new lesson, let the students try to practice first, and then the teacher explains, that is, "practice first and then talk about limb lifting", also known as the "five-step teaching method", created by Qiu Xuehua, a mathematics teacher in China.

Basic Teaching Procedures: Present trial questions; self-study textbooks; Try to practice; student discussions; Instructor explains. (6) Target Teaching Mode:

It refers to a teaching mode that is guided by clear teaching objectives and prudent standards, driven by teaching evaluation, and centered on correction and reinforcement, so that the vast majority of students can master the teaching content: its theoretical basis is Bloom's mastery learning theory, educational goal taxonomy, formative evaluation theory and cybernetic principle. In this model, the teacher is the provider of the goal and the organizer of the student's achievement.

7) Guided discovery mode: It is a teaching mode that focuses on solving problems, focuses on students' independent activities, and focuses on the cultivation of thinking and willpower. It is a teaching model based on the procedure of "problem-hypothesis-inference-verification" advocated by Dewey, Bruner and others, and combined with the teaching achievements of some educators in China.

8) Concept acquisition mode: The goal of this model is to enable learners to develop students' thinking abilities such as induction and reasoning and master the methods of thinking by experiencing the formation of the principles of the concepts they have learned. This model mainly reflects the view of the cognitive psychology school, which emphasizes that learning is the organization and reorganization of cognitive structures.

Answer]: C Practical homework method: It is a teaching method in which students apply the knowledge they have learned to practice according to the tasks assigned by Tanner's teacher, in class or outside the classroom, and its basic form is to let students use book knowledge to solve practical problems under the guidance of the teacher.

Answer]: C practicum method is a teaching method that imitates students according to the tasks assigned by the teacher, conducts practical operations in class or outside the classroom, and applies the knowledge they have learned to practice.

In this class, we learned the methods of teaching content analysis, and a total of six methods were introduced in the book: (1) classification analysis; (2) ** analysis method; (3) hierarchical analysis; (4) information processing and analysis method; (5) card method; (6) Structural interpretation model method. The first thing to talk about in class is the classification analysis method, I remember that the teacher first gave us a topic and then let us try to use the classification analysis method to analyze, and then the ** analysis method, in comparison to the classification analysis method is more intuitive and easy to understand, I also remember that the teacher asked us to discuss the meaning of the example diagram given by the ** method in the book, at that time each group had their own unique opinions, but as far as my personal understanding is concerned, I think that a teacher-student-learning in this figure is a main line, In them, the teacher uses the illustrated tools and skills to teach the students, and then the students achieve the purpose of learning through their own learning and observation under the guidance and supervision of the teacher.

In fact, each method has its own advantages and disadvantages, and I have briefly analyzed the similarities and differences of the following four analysis methods after referring to some data.

1. Classification and analysis method: The classification analysis method is mainly to study the method of classifying relevant information, aiming to identify the knowledge points required to learn in order to achieve the teaching goals, and is more suitable for the analysis of language teaching content.

2. Hierarchical analysis: Although the principle of hierarchical analysis is relatively simple, it is not easy to do. It requires subject experts, subject teachers and instructional designers to be familiar with the subject content, understand the original ability base of the teaching object, and have rich knowledge of psychology.

3. Analysis: It is a content analysis method that reveals the elements of teaching content and their interconnections in an intuitive form, and is often used for the analysis of cognitive teaching content.

4. Hierarchical analysis method: It is a content analysis method used to reveal the subordinate skills required by the teaching objectives.

1.Similarities and differences between categorical analysis and hierarchical analysis.

The similarity is that they all have the same appearance and form; The difference is that there is no hierarchical relationship of difficulty between the knowledge points of the classification analysis method, while there is a hierarchical relationship of difficulty in the hierarchical analysis method.

2.The similarities and differences between the classification and the ** analysis method have been analyzed.

The similarities are the similarity in appearance; The difference is that the classification analysis method is just a simple classification, while the ** analysis method is a logical relationship between the parts.