The Historical Development of Teaching Mode

Teaching mode is the basic structure of teaching activities. Every teacher is consciously or unconsciously teaching according to a certain teaching mode in teaching work, but there is a question whether what you have adopted is scientific and reasonable. Understanding the historical development of teaching mode is helpful for people to learn from tradition, understand various new contemporary teaching modes and grasp the development trend of teaching mode.

A systematic and complete teaching model began with the formation of an independent system in modern pedagogy, and the concept and theory of "teaching model" only appeared after the 1950s. However, in the teaching practice and teaching thoughts at home and abroad, the embryonic form of teaching mode has already existed.

The typical mode of ancient teaching is imparting, and its structure is "speaking-listening-reading-memorizing-practicing". Its characteristics are that teachers instill knowledge, students passively and mechanically accept knowledge, the words in the book are almost exactly the same as the teachers' explanations, the students' answers are the same as those in books or teachers' explanations, and students learn repeatedly by machinery.

/kloc-in the 0/7th century, with the introduction of natural science content and intuitive teaching method in school teaching and the implementation of class teaching system, Comenius proposed that classroom teaching should unify explanation, questioning, answering and practice, and incorporate intuitive activities such as observation into the teaching activity system. For the first time, he put forward the teaching mode of "perception-memory-understanding-judgment" program structure.

19th century is a prosperous period of scientific experiments. Herbart's theory reflected the trend of scientific development at that time to a considerable extent. Starting from the theory of apperception, he studies people's psychological activities, and thinks that only when the concepts in the apperception group of new experiences have been linked can students really master knowledge. Therefore, the teacher's task is to select suitable materials, prompt students with appropriate procedures, and form their learning background or apperception group. Based on this theory, he proposed a four-stage teaching model of "clarity-combination-system-method". Later, his student Rein transformed it into a five-stage teaching model of "preparation-prompt-combination-summary-application".

All the above teaching modes are of a * * * nature, ignoring students' subjectivity in learning, and unilaterally emphasizing indoctrination, which suppresses and hinders the development of students' personality to varying degrees. Therefore, in the 1920s of 19, with the development of capitalist industry and the popularization of the idea of emphasizing personality development, the traditional teaching model represented by Herbart was challenged, and Dewey's pragmatic education theory came into being, which was highly praised by the society and promoted the development of the teaching model.

Dewey put forward a pragmatic teaching model based on "children-centered" and "learning by doing". The basic procedure of this model is "creating situations-determining problems-having data-putting forward hypotheses-testing hypotheses". This teaching mode breaks the tendency of simplification in the previous teaching mode, makes up for the deficiency of Herbart teaching mode, and emphasizes the main role of students. Emphasizing activity teaching, promoting students to discover and explore skills, acquiring the ability to explore and solve problems, has opened up a new way of modern teaching mode.

Of course, the pragmatic teaching mode also has its shortcomings. It equates the teaching process with the scientific research process, belittles the guiding role of teachers in the teaching process, unilaterally emphasizes the importance of direct experience, ignores the systematic learning of knowledge, and affects the teaching quality. Therefore, it was strongly criticized by society in the 1950 s.

Since 1950s, with the development of science and technology, education is facing the challenge of new scientific and technological revolution, which urges people to apply new theories and technologies to study school education and teaching. Modern psychology and thinking science have revealed the mechanism of human brain activities. genetic epistemology summarized the process of individual cognition. Cognitive psychology has studied the human brain's acceptance and choice of information activities, especially the emergence of system theory, cybernetics and information processing theory, which has had a far-reaching impact on teaching practice and put forward many new topics for teaching mode. Therefore, at this stage, many teaching ideas and theories have appeared in the field of education, and many new teaching models have also appeared.