What is teaching theory? Main general contents

China's teaching theory came into being, formed and developed with the emergence and development of school education in China and the continuous development of people's rational thinking ability. In the Spring and Autumn Period and the Warring States Period, Confucianism, Mohism, Taoism and Taoism established private schools one after another, which provided the educational practice foundation for the emergence of teaching theory. At the same time, the academic atmosphere, humanism and rationalism in the Spring and Autumn Period and the Warring States Period prepared a profound academic and ideological soil for the emergence of teaching theory. With the continuous enrichment of teaching practice experience and the deepening of theoretical thinking on teaching problems, relatively mature teaching theoretical ideas have been formed and gradually systematized, which has led to the germination and emergence of teaching theories. Various schools have conducted in-depth discussions and launched a debate on basic teaching issues such as teaching purpose, teaching function, teaching content, teaching process, teaching principles and teaching methods. * * * isomorphism established the basic framework of China's teaching theory system and laid the foundation for the development of teaching theory in later generations. Xue Ji is a remarkable symbol of the formation of China's traditional teaching theory.

The budding teaching theory has the following characteristics. 1. Confused. Although the pre-Qin teaching theory is very rich, it has not been divided into independent disciplines. Teaching theory is closely related to educators' political thoughts, philosophical thoughts, ethical thoughts and psychological thoughts, and is directly incorporated into the huge system of these thoughts, lacking relative independence. 2. empirical. The teaching theory of pre-Qin educators is the summary and generalization of long-term educational and teaching practice experience. Their years of teaching practice have made them feel many teaching characteristics, principles and laws, and spontaneously use them to guide teaching. They didn't and couldn't think deeply about teaching problems in a purely rational way. Their remarks were highly targeted but random, empirical and theoretical. 3. precocious. Compared with the western educators in the same period, the pre-Qin educators' teaching theory thought was richer and more comprehensive, and the monographs on teaching theory appeared earlier. For example, as the founder of Chinese and Western heuristic teaching, Fu Zi was more than half a century earlier than Socrates, and Socrates did not leave any works, but Confucius' The Analects was handed down from generation to generation, which contained rich teaching ideas. As an educational work, quintilian's Principles of Eloquence was discovered more than a thousand years later than Xue Ji. Xueji has always been a classic textbook for feudal sociologists. Until the establishment of modern normal education, it was still regarded as a must-read for normal students. It comprehensively summarizes the teaching practice and teaching theory thought in the pre-Qin period in theory with extremely refined words, which marks the systematization and theorization of teaching thought in the pre-Qin period. 4. A hundred schools of thought contend. There are many schools of teaching theory with different styles. However, the thought of Confucian teaching theory became the dominant aspect of teaching theory in this period because of its most comprehensive, rich and profound.

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