What Is Instructional Theory?

Teaching theory is an important branch of pedagogy. It is not only a theoretical science but also an applied science; it needs to study not only the phenomena and problems of teaching, reveal the general laws of teaching, but also the methods and strategies of using and following the laws to solve practical problems in teaching. It is both a descriptive theory and a prescription and normative theory. Teaching theory originates from teaching practice and guides teaching practice, forming a dialectical relationship with teaching practice.

Teaching theory

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Teaching theory is an important branch of pedagogy. It is both a door

Teaching theory and learning theory

Learning theory is an important branch of pedagogy. It refers to the theories that describe or explain the nature, process, and various factors affecting learning of humans and animals. Teaching theory is a "common convention in a sense, which clarifies the rules and methods of obtaining knowledge and skills most effectively. From the perspective of normative and prescription, teaching theory is concerned with promoting learning rather than describing learning. Specific In other words, the theory of teaching mainly studies the question of "how to teach"; the theory of learning is mainly to describe and explain the question of "how learning occurs and what happens after learning begins".

Large teaching and small courses: Teaching in the Soviet Union and China is a higher-level concept. Curriculum is included in it, but it is only a part of teaching, so teaching theory includes curriculum theory. Curriculum is synonymous with teaching content, which is part of teaching. Curriculum is often embodied in three parts: teaching plan, syllabus and textbook. Curriculum theory mainly studies the design, compilation and reform of teaching content.

Large courses and small teaching The scope of North American courses is broader than teaching. Teaching is only an integral part of the curriculum. Teaching is only the implementation and design of the curriculum, and teaching theory is only a component of the curriculum theory.

The formation of teaching theory: The formation of teaching theory has gone through a long historical stage, from the summary of teaching experience, to the maturity of teaching ideas, and the formation of teaching theory. This process is a process of people's deepening, enriching and systematic understanding of teaching practice activities. Systematization is the sign of the formation of teaching theory.

Xue Ji is the earliest monograph on teaching theory. The earliest use of the term "pedagogy" in Western educational literature was the German educator Ratke (W. Ratke, 1571 --- 1635) and

Herbart's Theoretical System Tiller (1817 --- 1882) and his disciples

Philosophy-oriented teaching theory

From Socrates and

Representatives of Teaching Theory

Main representative: (US) Bloom (BenjaminS. Bloom).

After entering the 1940s, some American educators proposed to attach importance to the development of students' ability to use knowledge to solve problems on the basis of imparting knowledge. Based on this, Bloom's University of Chicago began teaching reform. Bloom began by reforming the examination, reforming the requirements and methods of the examination, and then changing the purpose and method of teaching. In his work and research, he paid great attention to teaching goals. Whether it is examination reform or teaching reform, it is important to determine teaching goals. The role of evaluation is to understand the extent to which students have reached their teaching goals. In 1956, he published The Taxonomy of Educational Objectives and Cognitive Fields, becoming the first book with a great impact on educational evaluation. He firmly believes that effective teaching starts with knowing exactly what you want to achieve.

Bloom began in the late 1960s to improve the teaching process and methods to give play to students' learning initiative and learning ability, comprehensively improve the quality of teaching, conduct in-depth research, and put forward a complete set of "mastery learning" theory. This is the core point of his teaching theory.

The basic idea of mastering learning is that as long as the appropriate materials and teaching are provided, and the students are given sufficient study time and appropriate help, almost all students can achieve the prescribed goals. The ideological core of this teaching strategy is: the reason why so many academics have not achieved good academic results is not because of intelligence, but because they fail to get the teaching assistance and learning time that are suitable for their different characteristics.

In order to promote mastery learning, Bloom also proposed new concepts of evaluation: "diagnostic evaluation", "formative evaluation" and "final evaluation". The purpose is to fully and maximize the development potential of each student, so that all students make every effort to study and finally reach their destination.

Bloom's "Taxonomy of Educational Goals", teaching evaluation theory, and "mastery learning" teaching strategies are the main contents of his teaching theory. The three ideas are closely related, which promotes the realization of its core educational ideas.

Main points of teaching theory

1. Taxonomy of educational goals

(1) Proposed taxonomy of educational goals

Setting educational goals has always been a particular concern for educators and psychologists. In the early 20th century, many American scholars explored this. In 1948, the American Psychological Association held a conference in Boston to try to study a framework for classifying the goals of the educational process. In 1951, a symposium on "Educational Classification of Educational Goals" was held. Bloom was in charge of the field of intelligence, DR Kraswall and others were in the field of emotions, and introduced the education of taxonomy. Bloom and others believe that a complete taxonomy of educational goals should include three main parts: cognitive domains (including goals of knowledge recall or recognition, and formation of intellectual ability and skills), and emotional domains (including descriptions). Changes in interests, attitudes, and values, as well as the formation of appreciation and satisfactory adaptation) and areas of motor skills (emphasis on certain operations of muscle or motor skills on material objects or activities that require neuromuscular coordination). Bloom and Kraswall published taxonomy of educational goals in two fields in 1956 and 1964, respectively. The classification of educational goals in the field of motor skills was founded by AJ Harrow, and a monograph on the classification of motor skills in 1972 was published with Simpson.

Bloom believes that the goal of teaching is to make students expect to change their behavior through teaching.

(2) Content of classification of teaching goals

A cognitive domain

Knowledge: describe, recognize, define, explain, enumerate;

Understanding: conversion, examples, abstracts, induction, rewriting;

Use: prove, solve, modify, discover, predict;

Analysis: judge, distinguish, decompose, point out, refine;

Comprehensive: design, organization, planning, creation, integration;

Evaluation: Compare, support, critique, comment, appreciate.

B. Emotional field acceptance, response, value judgment (attitude, value of its value), value organization (life outlook), value personalization (value internalization, becoming part of its personality).

C Motor Skill Area

Perception: sensory stimulation, clue selection;

Readiness: mental, physical, emotional;

Guided response: imitation, trial and error;

Mechanical exercises: habituation from proficiency;

Complex reactions: complex movements;

Creation: new behaviors and actions.

(3) Characteristics of classification of teaching objectives

Use explicit behavior to state teaching goals, continuity (from simple to complex), accumulation (the subsequent categories of behavior always accumulate on the basis of the previous behaviors), hierarchy (not isolated between goals), transcendence (Not subject to students or content)

2. Bloom's teaching evaluation theory

Bloom and 1971 proposed the three concepts of "diagnostic evaluation", "formative evaluation" and "final evaluation". The objects and scope of teaching evaluation are quite broad, and Bloom's research focuses on the learning evaluation of students in the teaching category. He is unique in classifying teaching evaluation from the perspective of evaluation function. Among the three evaluation concepts he put forward, "formative evaluation" is the essence of Bloom's evaluation theory.

(1) Features and functions of formative evaluation

Bloom advocates formative evaluation and formative test methods, which attaches importance to the characteristics of feedback and correction in the teaching process, and points out hope for students to master the teaching goals and improve the quality of teaching. With its implementation, it forms a "mastery learning" Various teaching systems for theory. The role of formative evaluation is to be able to "diagnose" the state of teaching and learning in a timely manner, so as to take necessary remedial measures to promote the realization of teaching goals. Bloom believes that formative evaluation has four effects for students: adjusting school activities, externally confirming the "reinforcing" effect of learning outcomes, diagnosing learning problems, and obtaining "prescriptions" for corrective learning.

(2) Level of formative evaluation

It can be divided into three levels: formative evaluation in the teaching process, unit formative evaluation and semester and school year formative evaluation.

(3) Formative evaluation process

Determine learning steps, break down the teaching structure of a subject into a series of units of teaching-further analyze the teaching goals of each learning unit-correct (correct, remedy, and organize students based on feedback provided by the test) Secondary learning).

Two other evaluations. Diagnostic evaluation: find errors and propose corrective methods. Summative evaluation: Evaluate the achievement of standards and teaching methods, student learning results, assess grades, and write descriptions.

Learning theory

(1) The basic idea of "Mastering Learning"

It is an optimistic teaching theory about teaching and learning. It is an effective teaching form combining group teaching with individual teaching. The basic idea was introduced earlier.

(2) Characteristics of "Mastering Learning"

First, teaching for mastery; second, helping students build confidence; third, enabling everyone to learn well. Bloom's mastery learning strategy is based on the premise of students with different abilities, and the method of collective learning is used as a means to enable each student to reach a certain level of learning. A new teaching strategy that is superior and can solve the problem of poor students in traditional class teaching.

(3) Basic Teaching Procedures for "Mastering Learning"

preparation stage. First, have confidence in your grasp. Second, determine the content, goals, and measurement methods of the subject being taught. Includes defining learning content, clear mastery of goals, and a final test of marriage. Third, formulate a plan, including designing teaching units, determining specific mastery goals for each unit, formulating unit formative tests, designing backup teaching materials, and corrective measures based on the unit's teaching goals, so that students may encounter difficulties in learning And questions when choosing to use. Finally, a diagnostic assessment is generally required before mastering the implementation of the teaching.

Teaching implementation phase. Generally divided into three steps: First, to master the orientation. That is to introduce students to the general process of mastering learning, so that students adapt to this learning method. Second, teach for mastery. That is systematic teaching. The specific steps are: group lectures, formative tests, analysis of test results and supplementary learning based on mastery of learning, and a parallel formation test, until most students master the unit knowledge or transfer to the next unit of learning, cycle Go back and forth until you have learned all the textbooks. Third, for mastery grading. That is, each unit of the complete textbook or a summary test of the entire class, as a comprehensive assessment of the end of learning. It is particularly emphasized that this assessment is divided into "mastered" and "not mastered", instead of looking at his position in the class.

Evaluation of Teaching Theory

1. "Classification of Educational Goals"

Broome's "Educational Target Taxonomy" is the first systematic "Educational Target Taxonomy" in history. It is a pioneering, opened up a new field of educational theory, broadened the perspective of people's observation of education, and added to educational theory and practice. A new theoretical tool. Its significance is also that it has impacted the emphasis on cognition in the previous curriculum and design teaching, only emphasized the concept of low-level psychological processes in the cognitive field, and proposed a set of educational goal systems for high-level psychological processes in the cognitive field, as well as in the emotional and motor skills fields. Improve the classification of educational goals. In addition, the theory has promoted the realization of standard reference tests and educational evaluations, and has led to the emergence of a new teaching model, "mastery learning", which has greatly improved the quality of teaching.

The shortcomings of Broome's "Educational Objective Taxonomy" are also obvious. It is too tedious, it is not easy to classify in some subjects, and "transcendence" does not cover all disciplines. In addition, the classification of teaching goals is too subtle and bound to be rigid, limiting the development of students' creative thinking.

2. Teaching evaluation theory

Bloom's teaching evaluation theory is conducive to the realization of teaching tasks and provides a theoretical basis for "mastery learning". The specific manifestations are as follows: First, Bloom closely links teaching evaluation with teaching goals. Secondly, Bloom's teaching evaluation theory, especially the role of formative evaluation, is of great significance to the proposal and implementation of "mastery learning" teaching.

3. "Mastering Learning" Theory

The advantages of "Mastering Learning". First, Bloom's "mastery learning" theory has democratic ideas. Secondly, the teaching of "Mastering Learning" not only draws on the reasonable factors of traditional teaching, but also reforms traditional education.

Disadvantages of "Mastering Learning." First, the requirements for the structure and content of teaching materials place higher demands on teachers. Second, the use of multiple teaching methods and methods in the teaching process increases the burden on teachers. Third, individual differences always exist and may not be applicable to students with good grades. Fourth, the scope of applicable disciplines is limited.