Section 3: Basic Methods of Teaching and Research

The main research methods of pedagogy are as follows:

Survey Method.

Through personal contact and extensive understanding of the current situation of education, researchers analyze and study the first-hand information obtained, and discover certain laws or tendencies from the research methods.

Observational research method.

It is a scientific research method in which people systematically investigate objective things in a natural state through the senses and aids in a purposeful and planned way, so as to obtain empirical facts. It has the characteristics of purpose, objectivity and initiative. It is characterized by the fact that it is helpful to select and form research topics and to test the correctness of the original theoretical viewpoints.

Experimental research method.

A method of revealing causal relationships between certain variables by artificially controlling certain factors. It is characterized by testing the scientific and advanced nature of existing educational theories, improving the process and methods of education and teaching, providing the necessary basis for discovering and revealing new educational characteristics and laws, testing, adapting, transforming and developing the introduced educational theories, and seeking operating procedures for the application of new scientific theories and hypotheses in practice.

Ethnographic research methods.

It is also called field research or qualitative research. It provides a complete and scientific description of the education system, the educational process, and the educational phenomenon in a specific context. It emphasizes the experience of the person being studied, the field research and the situationality, and the holistic view of the problem.

Introduction to Pedagogy:

Pedagogy, also known as pedagogy and pedagogy, is a science that studies the general laws of teaching. Pedagogical theory is an important branch of pedagogy, which is composed of the status and role of teaching in the whole educational activity, the purpose and task of teaching, the nature and law of the teaching process, the teaching principle, the teaching content, the teaching method, the teaching organization form, the teaching method, the teaching evaluation, etc.

Use a variety of methods such as classroom lectures, problem discussions, after-class reading, after-class tutoring, and online Q&A.

In teaching, we always adhere to the combination of theoretical guidance and practical operation, and always connect with the actual situation and content of China's new curriculum reform in the whole process of social practice teaching. In the teaching process, combined with the course content, we flexibly use a variety of methods such as classroom lectures, problem discussions, after-class reading, after-class tutoring and online Q&A.

It not only enriches the course content, enlivens the classroom atmosphere, enhances students' professional interest, but also helps to cultivate students' ability to find, analyze and solve problems independently. The transfer of knowledge and skills is inseparable from the guidance of teachers and students' independent learning, through practical teaching, students can exercise their ability to choose learning content, find problems and solve problems independently, and at the same time, increase teachers' guidance appropriately in the process of cultivating students' independent learning ability.

In the theory of biology education?

I feel that this question is very inappropriate, different problems have different research methods, and the methods must serve the content, so doesn't this first solidify the research problem of pedagogy?

The answer alone should be classroom observation, or observation.

Summary. Through individualized teaching, step-by-step, demonstration, practice, practicum, discussion, and research.

In the study of teaching principles, classroom teaching organization forms, and teaching models, what educational and scientific research methods can be used to compare and analyze the situation in different historical development periods? What is the role of this method in the development of educational science?

Through individualized teaching, step-by-step, demonstration, practice, practicum, discussion, and research.

Education plays an important role in the development of education as a guide and a guide.

It is necessary to combine the situation of different historical development periods. Good.

Answer]: a, b, c, d

Observation, investigation, experiment, data research, measurement, and action research are all commonly used methods in teaching and research.

Lecture-style teaching methods 1. Definition: Teachers mainly use language to systematically impart scientific knowledge to students, disseminate ideological concepts, develop students' thinking ability, and develop students' intelligence. 2. The specific embodiment form:

Explain the teaching method Conversation teaching method Discuss the teaching method.

The basic mode of teaching is to ask questions, form hypotheses, formulate plans, implement plans, analyze and demonstrate, and evaluate and communicate.

1. Create a situation.

** mode of teaching always revolves around a certain knowledge point in the course. Different from problem-based learning, this knowledge point is not selected from real problems in social life, nor is it generated by students' free choice, but is determined by the teacher according to the requirements of the teaching objectives and the progress of teaching and learning.

2. Inspire thinking.

After the learning object is determined, in order to make the learning effective, it is necessary to ask the whole class a number of inspiring questions that can cause students to think deeply and are closely related to the current learning object, so that the whole class can take these questions to **. This link is very important, whether the questions raised are inspiring, whether they can cause students to think deeply, which is the key to whether the best learning can achieve results and even success or failure. These questions should be asked by the teacher.

3. Autonomous (or group)**.

Because of the "autonomous, cooperative" learning mode, the teaching mode emphasizes students' independent learning and autonomy in the teaching process, as well as the group cooperative learning activities implemented on this basis. The teaching goal of a lesson is mainly completed by the students' individual autonomy and the cooperative learning activities of the learning group, so this link has become a key teaching link in the teaching mode.

4. Collaboration and communication.

This link is closely connected with the previous autonomous link. Only after serious self-determination and positive thinking can students enter the stage of high-quality collaborative communication. In other words, collaboration and communication must be built on the basis of autonomy, so as to provide students with a platform for the exchange of ideas, the collision of views, and the sharing of results.

Teachers should play the role of organization, coordination and guidance in this process.

5. Summarize and improve.

Teachers guide students to summarize problems, analyze and summarize learning results, and deepen, transfer and improve current knowledge points in connection with reality.

Features & Benefits:

The teaching mode can not only achieve a deeper understanding and mastery of knowledge and skills, but also be more conducive to the formation and development of innovative thinking and innovation ability, that is, to the cultivation of innovative talents. In this process, the key to achievement is whether the main position of students in the learning process can be fully reflected, and at the same time, it also needs the guidance, help and support of teachers.

In other words, the successful implementation of the first-class teaching model involves two aspects: it is necessary to fully reflect the main position of students in the learning process, and to pay attention to the leading role of teachers in the teaching process. Without either of them, it is unlikely that sexual learning will have good results. It can be seen that the "combination of dominance and subjectivity" is the basic feature of this teaching mode.