The basic laws of the education process and what are the laws of education

There are two basic laws of education, one reflects the dialectical relationship between social development and education, and the other reflects the dialectical relationship between human development and education. Education, education and cultivation, with the existing experience, knowledge to people, for the interpretation of various phenomena, problems or behaviors, the root of which is a relatively mature or rational thinking of people to recognize and treat, so that things can be close to their most fundamental existence, in which people, slowly from a sense of touch to a state of cognitive understanding of a thing, and the formation of a relatively perfect or rational self-conscious thinking, but at the same time, people have self-conscious thinking, and have their own sensory dimension, so, Any educational conscious thinking may not be absolutely correct, but should perceptually understand the direction of its thinking, as long as it does not deviate from the inner nature of things; Education is also a kind of teaching of thinking, and people because of their own ideology, and have a different trend of thinking, therefore, education should be the most objective, the most fair consciousness of thinking to educate people, so that people's thinking will not be too deviant, and because of the richness of thinking and gradually mature, rational, and thus, to the most rational self and have the most correct thinking cognition, perhaps, this is the foundation of education. No matter how things develop, there are always some things that are constant, and this constant is summed up as the "basic law".

To sum up: the law that determines the direction of the development of things is the basic law.

The laws of education are:

1. The regular relationship between education and the politics, production, economy, culture and population of society;

2. The regular connection between educational activities and human development;

3. The regular relationship between school education, social education and family education within education;

4. The regular relationship between primary education, secondary education, and university education;

5. The regular relationship between educational goals and teaching and extracurricular education in secondary education;

6. The regular relationship between intellectual education and moral, physical, aesthetic and labor education in education and teaching activities;

7. The regular relationship between the educator's teaching and the education's education in intellectual education;

8. The regular relationship between learning motivation, learning attitude, learning method and academic performance in students' learning activities.

1. Follow the rules of children's physical and mental development.

One of the basic common senses of education is to follow the laws of children's physical and mental development, and create an environment and atmosphere suitable for children and conducive to children's growth at different stages of growth and development, so as to help children grow independently.

For example, in early childhood, because the brain nervous system is not yet fully myelinated, the child's surroundings have special needs, and they are good at using metaphors, fantasies, shared feelings, and magical ways to approach the world.

We need to create a variety of play scenarios for children to help them get closer to the world and understand the people and things around them. In primary school, children are most eager to understand how the world works, and children will use their imagination, curiosity and questions to explore the world, and schools should strive for them to have meaningful learning experiences to understand the world.

2. Follow the laws of education.

Whitehead repeatedly emphasized that the purpose of education is to stimulate and guide the child's path of self-development. Children's self-development is mainly manifested in the following aspects:

First, all-round development. When children come to learn, the learning of cultural classes is only one of the learning contents, and there are more important learning contents, including the improvement of moral concepts, the recognition of social operating rules, the learning of ways to deal with people, the cultivation of curiosity, the formation of good habits, and so on. Respecting the laws of education means that children can develop in many aspects during their school studies.

The significance of homeschooling.

Talk with your child, read with your child, watch cartoons with your child, go into nature with your child, participate in beneficial activities with your child, and grow up with your child.

Through companionship, children should be nurtured with ...... about love, trust, understanding, responsibility, and respectIt is related to the character of children's lifelong growth and helps children take the key steps of life. Many children's problems in the process of growing up are related to the lack of companionship, lack of love, lack of basic trust, and minimum communication in childhood.

I recommend watching the movie "Three Fools in Bollywood" and "Stars on Earth", seriously, it makes sense.

The basic characteristics of the teaching process [teaching rules]:

1. Combination of indirect experience and direct experience;

2. Integrate knowledge and development of intelligence;

3. The unity of knowledge, affection and intention in the teaching process;

4. The combination of the teacher's leading role and the student's initiative.

The law of education, like the law, is the intrinsic and inevitable essential relationship between objective things (between factors within education, between education and other things) that are not subject to human will, as well as the inevitable trend of development and change of things (education).

It is the inherent contradiction between the phenomenon of education and other social phenomena or the constituent elements within the phenomenon of education, or the internal relationship between them.

Fundamentally speaking, the scale and speed of the development of education are subject to the constraints of the development of the social productive forces, and the level of development of a country's productive forces is directly proportional to the degree of its educational development. Another example is that education is common to human society, and it has different characteristics in different historical stages or in different societies, which is mainly determined by the social system, that is, by the economic and political system, which is also a law. For example, the age characteristics of children are the basis for education and teaching, and education can promote children's physical and mental development, which is also the law of education, and so on.

Materialism holds that these laws are inherent in education itself and are not subject to human will. Materialism recognizes the objective reality of educational activities, which also acknowledges the reality of the objective existence of educational laws.

Rules are regulations and bylaws that are jointly formulated, recognized or uniformly formulated and adopted by the masses and observed by all members of the group; Rule education is to establish rules in the process of education, and abide by them in daily life and learning, so as to gradually establish habits; Rule education can promote children to consciously abide by and maintain order in activities, improve learning efficiency, and achieve independent development.

1. Simplicity: Teaching must be based on indirect knowledge, so that indirect knowledge and direct knowledge can be organically combined, so that students can simply obtain more complete knowledge.

2. The law of educating people: In the process of teaching, there is objective education and influence on students' thoughts.

3. Development law: In the teaching process, teachers and students work together to develop students' intelligence, physical strength, aesthetic ability, labor ability, emotion, will, personality and psychological quality.

Fourth, two main laws: in the unified activities of teaching and learning, teachers play a leading role in the teaching process, guide students to understand and develop, and students are the main body of learning.

The basic rules of the teaching process are:

1. The law of combining indirect experience with direct experience.

1. This law illustrates the relationship between indirect experience and direct experience in the teaching process. There are two ways for individual students to acquire knowledge: one is indirect experience, that is, knowledge gained from books, classrooms, and others;

The second is direct experience, which refers to the knowledge gained through hands-on practice. The knowledge acquired by students in teaching has both direct and indirect experience.

2. In teaching, students mainly learn indirect experience. As far as the cognitive task of students is concerned, the main task of students' cognition is to receive a large amount of indirect experience, mainly to learn book knowledge.

3. It is also necessary to pay attention to the direct experience of students. It is emphasized that students should focus on learning book knowledge, and we must not ignore the role of students' direct experience in understanding the objective world. Because the student's understanding follows the ordinary laws of human knowledge, from the perceptual to the rational, and is constantly deepened, the student's indirect experience is based on direct experience.

Focusing on indirect experience does not mean that direct experience is avoided.

4. In the teaching process, teachers should not only pay attention to the mastery of students' indirect experience, but also pay attention to the mastery of students' direct experience, and should organically combine the two. Prevent the biased notion that only one aspect of knowledge is valued.

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

1. The teaching process is the process of imparting systematic cultural and scientific knowledge to students, and it is also the process of developing students' intelligence, and the two are intrinsically related. Knowledge and intellectual development are interdependent and mutually reinforcing. Mastering knowledge is the basis for developing intelligence, and developing intelligence is also a necessary condition for mastering knowledge.

2. Mastering knowledge is the main foundation for intelligent development. The (positive) intelligence of students is formed, developed, and manifested in the process of acquiring knowledge and skills. If the erection (opposite) is absent or excluded from mastering knowledge, intellectual development cannot grow.

3. The development of intelligence is a necessary condition for mastering knowledge. Students' possession of certain intelligence and ability is a necessary condition for further mastering cultural and scientific knowledge, which directly affects the breadth, depth, consolidation, and application of students' knowledge. (Factual) practice shows:

The level of intellectual development affects students' mastery of knowledge.

4. In the teaching process, we should not only pay attention to the development of students' intelligence, but also pay attention to the mastery of knowledge. Understand the basic perspectives of substantive and formal education theories.

3. The law of unifying the imparting of knowledge with ideological education.

1. That is, the educational auspiciousness of teaching, which means that the teaching process is not only the process of imparting and learning systematic cultural and scientific knowledge, but also the process of receiving ideological and moral education on the basis of mastering knowledge. The two are closely linked.

2. To say that teaching is educational, it does not mean that mastering knowledge is equivalent to improving thinking and cultivating excellent morality, the key is to see how students accept teaching and how to master knowledge.

3. In the process of teaching, teachers should consciously apply the educational laws of teaching, organically combine knowledge teaching with ideological and moral education, pay attention to excavating the ideological factors of teaching content, and overcome the tendency of only teaching and not educating people.

1.The combination of direct experience and indirect experience imitates Qinglu;

2.the unity of knowledge with the development of intelligence (the developmental law of orthodox theology);

3.The combination of mastering knowledge and preparing to improve ideas (the educational law of teaching);

4.Teacher-led role is combined with student initiative.