Effective teaching

Author: Chen Houdé
Publisher:
Publish Date: 2001-07-01
Features: This book has the following features:
—Combines research on the adaptability of teaching with the broader context of education and even society as a whole. It analyzes the demands of contemporary socio-economic, political, technological, and cultural developments on talent cultivation. At the same time, based on Marxist humanistic theory, it studies the developmental needs of individuals in modern and future societies, clarifying the fundamental purpose of effective teaching and the essential criteria for measuring its effectiveness.
—Utilizes Marxist theories of practice and cognition, as well as contemporary systematic science, psychology, sociology, and cultural studies, to analyze the nature and principles of teaching from multiple perspectives and dimensions. It integrates the cognitive and non-cognitive aspects, controllability and situationality, individuality and sociality of teaching, comprehensively and holistically unifying them in the practice of teaching and learning between teachers and students, as well as among students themselves, where information exchange serves as the form and spiritual harmony as the essence.
—Based on the physiological mechanisms of the human brain revealed by contemporary brain physiology and neuroscience, and centered on the patterns of brain information processing and the construction of cognitive structures revealed by cognitive psychology, it comprehensively absorbs relevant research findings from behaviorist, psychoanalytic, and humanistic psychology. It delves into the psychological mechanisms and patterns of student learning, rationally revealing and elucidating the dialectical unity between the dynamic system, control system, and cognitive operational system in learning mechanisms, the rational and irrational factors in cognition, the conscious and subconscious aspects of cognition, as well as the relationships between mechanical and meaningful learning, receptive and discovery learning, and self-controlled and externally controlled learning.
—Employing historical and systematic analysis methods, it thoroughly explores the dialectical relationship between "teaching" and "learning" in the teaching process. Adhering to the principle of teaching based on learning, it studies the essence and patterns of effective learning, thereby researching the essence and patterns of effective teaching. This ultimately leads to the construction of a theoretical system for effective teaching, including principles, models, methods and skills, evaluation, and effective teachers.