What Are the Different Types of Alternative Teaching Methods?

Teaching is a kind of activity in which teachers and students work together to complete the understanding of the required teaching materials to benefit student behavior and experience. This cannot be avoided without the problems of learning theory, school class organization theory, and training theory. You know, children's entry into school is by no means as simple as previously thought, as long as they make progress in learning, memorization, association and internship. Psychologists have revealed that the growth of student intelligence must go through the following stages of development: 1. Start with the coordination of simple sensory movements; 2. Develop into symbolic movements as language and game skills increase; 3. Then Then, you can think logically according to the specific situation; 4. Finally, when you are a teenager, you have the ability to comprehensively examine the problem, grasp the essence of the problem, and explain. The development of children's emotions has progressed from unrestricted, direct and immediate reactions to more complex indirect responses after careful consideration. As for the physical development of children, it is obvious and easy to understand. Teachers must consider the above characteristics when educating children. The teacher itself must be mature and sophisticated, have the interest of being a model, and be strict but not impatient, sympathetic without exceeding status.

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Teachers promote students' cognitive learning (intelligent development), emotional learning (development of values), and psychomotor learning (development of operational skills) through these courses and corresponding extra-curricular assignments, so as to train them to serve the society Full development person. Teaching activities should not only be to explain the course content to students, but should be a comprehensive activity that includes understanding the students before the lecture, explaining the course, and examining the student's learning effect after the lecture. There are six types of learning theories in education:

Familiar with the meaning of various teaching methods that have appeared in the world since the middle of the 20th century

Discovery learning

Meaning: Teachers propose topics and certain materials, guide students to conduct a series of activities such as analysis, synthesis, abstraction, and generalization, and finally get the learning results (proposed by Bruner)

There is no very strict procedure, but a strong focus on utilization

Blankertz (1971), Kron (1994), and Nicklis (1989), etc. divided the teaching method into education-oriented (Bildung, for example, German words have the meaning of shape, construction, education, education) , Learning-oriented and interaction-oriented major categories. As a result, the following common classification principles have emerged:

1. Teaching methods as culture-related education

2. Pedagogy as a theory of general teaching and learning

3. Pedagogy as a teaching theory focusing on interaction and curriculum development

Classification of another teaching method:

Qualitative teaching methods are based on the dichotomy of enlightenment and learning. On the one hand, a culture-related education emphasizes the constructive interaction between individuals and cultures so as to understand the meaning and meaning of culture. On the other hand, teaching methods are related to construction. Context-specific learning and teaching. Learning content is determined through a reasonable selection and arrangement of cultural content (for example, in the form of a curriculum or syllabus)

It is divided into teaching methods as teaching and learning theories and teaching methods as teaching content.

This doctrine holds that people have various functions and have different functions; various courses in the school should play a certain role in response to various functions.

This doctrine holds that

This doctrine holds that

This theory holds that children's ability to perceive and act in operations and games precedes their ability to use symbols, and this ability prepares them for comprehensive understanding. With regard to this order of increasing children's knowledge, Piaget has expounded in depth. His views have greatly influenced educators. This theory also argues that a complete thought activity must follow a fairly general sequence:

1. The arousal of curiosity;

2. Preliminary exploration of the problem;

3. Conception

4. Choice of appropriate concepts;

5. Proof of concept.

The holistic concept of experience preached by Gestalt psychologists in the early 20th century was revived in the late 20th century. A new experience, such as a new historical text or a geometry study problem, appears to be presented to students in an amorphous and unstructured state at the beginning. A student who is overwhelmed by this textbook starts to grasp the features or graphics that he considers important, and then he rethinks this new experience. His insights are gradually structured to reach an understanding or solution to a problem. Piaget improved the concept of Gestalt, and listed a conceptual structure as three psychological properties:

1. Integrity

2. The interrelationship between the parts;

3. Auto-balance principle. A kind

   -"Role-playing"

   Summary

   In general, role-playing requires both the

   Participatory activities

   As a subject, you can fully mobilize their enthusiasm for participation. In order to obtain a higher evaluation, the subject will definitely express themselves and show their talents. As the trainee knows how to play the assigned role, it is a clear and purposeful activity. In the role-play training process, the trainees will have a strong interest and have entertainment features.

   Highly flexible

   From the perspective of evaluation, the forms and contents of role-playing are rich and diverse. In order to achieve the purpose of evaluation, the test subjects can design test topics and scenes as needed. Subject to the requirements of the test subjects, the performance of the subjects is also flexible. The test subjects will not limit the subjects to a limited space, otherwise it will not be conducive to the true level of the subjects. From the perspective of training, the implementer can change the role of the trainee according to the training needs. At the same time, the training content can also be adjusted to suit the role. There are no specific restrictions on the training time, and the length is determined according to the requirements. Interpersonal training has been eliminated from the training design due to interpersonal

   1. Without superb design capabilities, simplification, surfaceization, and false artificialization may occur in the design. This will undoubtedly cause

   In order to make up for the lack of role-playing, trainees or subjects must also put forward some specific role-playing requirements, namely:

   1. Accept the facts as a role.

   2. Just play a role.

   3. In the role-playing process, pay attention to the appropriateness of your attitude.

   4. Put you in an emotional state of full participation.

   5. If necessary, pay attention to collecting

   Make adequate preparations

   1) Make a thorough plan in advance, and design every detail so that you do nt make mistakes while you are busy or make mistakes in disorder.

   2) The assistants are trained in advance, and what they say and what they reflect must be standardized, and they must be basically unified in front of each subject.

   3) Compile good scoring standards, mainly based on their psychological qualities and practical abilities, not on whether their roles are like or not, and whether they have the ability to perform.

   Implementation evaluation

   The role-play assessment is actually a process of collecting information, summarizing information, analyzing information, and finally determining the subject's psychological quality and potential ability.

   1) Observe behavior. Each main test should be carefully observed, and the behavior of one or two subjects should be recorded in a timely manner. The tone of the record should be objective and the content of the record should be detailed. Do not make immature comments, mainly for objective observation.

   2) Inductive behavior. After the observation, the main test should immediately sort out the observed behavior results and summarize them into the target elements of the role-playing design. If some behaviors are not related to the elements, they should be eliminated.

   3) Scoring behavior. Observe all behaviors related to elements. After the induction, the elements must be scored according to the prescribed standard answers.

   4) Develop a report. After scoring the behavior, each principal should aggregate all the information to form a report before considering the next participant. Each lead tester should read out a report written in advance. The report gives a brief introduction to the behavior of the participants in the assessment, as well as the scoring of the elements and related behaviors. At the time of the report, other principals could ask questions and discuss.

   5) Rescore. After each main test has been reported and everyone has conducted a preliminary discussion, each main test can re-score the test subjects based on the content of the discussion, the objective criteria for scoring, and their observed behavior.

   6) Scoring of preliminary elements. After the first main tester independently re-scores, then all the main tester's scores are simply averaged to determine the test subject's score.

   7) Formulate the element score table. The content of general role-play evaluation is divided into four parts.

   The certainty of the role. Can participants quickly judge the situation and

   This case briefly performs the role-playing operation from the perspective of evaluation.

   Here is a 10-minute role-playing example:

   Guidance: You will work with two other people, and the behavior of your three characters will influence each other. Please read the description of the role you have learned quickly, and then think carefully about how you play that role. Before entering the role, please do not discuss improvisation with the other two participants. Use your imagination to make the show last 10 minutes.

   1. Book salesperson (role one)

   You are a junior student. You want to make more money to support yourself and never allow your family to send money. You should sell as many books as you can within this month, otherwise you will have an economic crisis. You just pitched in the party committee office. The office director will not let you buy the book, no matter how you introduce it. Right now you happen to be in the personnel department.

   2. Personnel Supervisor (role 2)

   You are the director of the Personnel Section. Just now you noticed that a young man seems to be selling a book in the office of the party committee next door. You are now in a hurry to draw up a personnel assessment plan and need to refer to relevant materials. You want to buy some reference materials, but you are afraid of being deceived. You know the party director came over. You have always been very taboo about other people who think you have no opinion.

   3. Director of the Party Office (role three)

   You think that college students who sell books are uneasy about reading and want to use the method of selling books to earn a little more money to make their lives better. People who sell books always want to persuade others to buy his books, without considering the buyer's wishes and practical purposes at all. So you're annoyed by college students' selling behavior. You now notice that the college student will immediately take advantage of your colleagues' desire to buy books. You decide to go to the personnel department to obstruct the salesman, but you realize that your behavior is too obvious to make the chief of personnel personnel unhappy, that your kindness is superfluous, and he feels incompetent.

   Role-playing points reference (for reference only)

   1. The role should be:

   1) Avoid the recurrence of the situation in the office of the Party Committee, and pay attention not to be too strong;

   2) Be as sincere and polite as possible to the director of the personnel department;

   3) The child prevents bad interference from the party director.

   2. Role two should:

   1) Try to check the content and suitability of the identification certificate;

   2) Try to make a decision before the director of the party office dissuaded.

   3) Once the director of the party office speaks, and you want to buy it, you should show your point of view, it is correct to say that the book is not suitable for the party office, but it is still useful to you. 3. Three roles:

   1) Pretending not to deliberately mess up embarrassing college students;

   2) Euphemistically express your opinion;

   3) Be careful not to be annoyed by the college students and the director of the personnel department.