Optimization Theory of Teaching Politics in Secondary School

Author: Shen Tu Dai Dan
Publisher:
Publish Date: 2006-06-01
Features:
Chapter 3: Teaching Models
Teaching models, in simple terms, are relatively typical and stable teaching structures and procedures established under the guidance of certain teaching philosophies. Teaching models reflect teaching theories. Therefore, innovations in educational theory inevitably lead to changes in teaching models. However, teaching models are not a condensation of educational theories. The innovation of theories is completed by educational theorists, while the innovation of models is achieved by teachers working on the front lines of teaching. The emergence of new models can be derived from new teaching theories or formed through teaching practice and the accumulation of experience under the guidance of new theories.
I. The Composition of Teaching Models
Teaching models generally include the following five elements:
1. Teaching Theory or Teaching Philosophy
This refers to the teaching theory or philosophy that guides teaching activities. Every teaching model is based on a certain teaching theory or philosophy. For example, the lecture method widely used in Chinese secondary and higher education is based on the idea that the primary task of teaching is to enable students to master systematic scientific knowledge.
2. Teaching Objectives
Every teaching model is aimed at achieving certain teaching objectives, which are the anticipated effects of teaching activities on learners, specifically manifested as the development and change of students' knowledge, skills, moral character, and other non-cognitive factors. For instance, the "Transmission-Reception" teaching model by Kaelin and others primarily aims to enable students to systematically master knowledge and skills. The model teaching method in Germany focuses on enabling students to master exemplary materials selected from basic concepts and knowledge, fostering the ability to think independently and work independently. China's mathematics self-help teaching model primarily aims to cultivate self-learning abilities. Additionally, each subject, teaching unit, and lesson has its own specific and clear objectives. Teaching objectives are the core factor in the structure of a teaching model, serving as the basis for designing the structure, arranging operational procedures, and selecting strategies and methods. They play a specific restrictive role on other factors and are also the standards and criteria for teaching evaluation.
3. Teaching Content
Each teaching model is based on specific guiding principles and particular handling methods for teachers, students, and teaching tools, completing certain teaching objectives. Teaching content is the means to achieve teaching objectives. Different teaching models often have different requirements for the organization of teaching content. For example, programmed instruction, based on the conditioning theory of behaviorism in psychology, requires textbooks to be organized in small steps, progressing systematically, and providing timely evaluations of learning outcomes. The model teaching method advocates for three characteristics in teaching content: fundamentality, foundationality, and exemplarity. The mathematics self-help teaching model researched by Lu Zhongheng and others at the Institute of Psychology of the Chinese Academy of Sciences was designed by incorporating programed instruction theory while considering China's national conditions. Based on principles such as "appropriate steps" and "immediate feedback on results," they compiled the "Secondary School Mathematics Self-Help Teaching Materials."
4. Teacher-Student Interaction
In teaching, how to view the teacher-student relationship, how to stimulate students' initiative and enthusiasm, allowing their brains, senses, and limbs to work together, and how to handle the relationship between teachers, students, and teaching content—different teaching models have different understandings and arrangements. In any teaching activity, the teacher