What Is Direct Mode?

There is a fundamental difference between the direct teaching model and the theory we usually come into contact with. The direct teaching model is not based on the theory of child development. Changes in children's behaviors and differences between individuals are not explained based on child development, but based on child learning. The direct education model is mainly based on Skinner's theory of operational conditioning. In the behavioral approach, emphasis is placed on controlling which learners' behaviors can be measured and observed, rather than focusing on intrinsic psychological motivation.

There is a fundamental difference between the direct teaching model and the theory we usually come into contact with. The direct teaching model is not based on the theory of child development. Changes in children's behaviors and differences between individuals are not explained based on child development, but based on child learning. The direct education model is mainly based on Skinner's theory of operational conditioning. In the behavioral approach, emphasis is placed on controlling which learners' behaviors can be measured and observed, rather than focusing on intrinsic psychological motivation.

Chinese name

Direct teaching model

Foreign name

DirectInstruction

Applied discipline

psychology

Application range

Educational psychology

The background of direct teaching mode

The direct teaching model is based on the BE direct teaching model. BE direct teaching mode is the abbreviation of education lesson plan designed by Barrett Engelman. Therefore, the Barrett-Engelmann School is the predecessor of the direct education model. And the so-called BE direct teaching model is not unfamiliar to us. The education we experience is roughly this model. So it is easy for us to understand. BE direct teaching mode is that the teacher teaches a little information, the child repeats this information, the teacher asks questions about this information, and the child responds to the teacher's problem. If the answer is wrong, the teacher will correct it until the child answers the correct answer. In this mode, the teacher should be able to make each child get the maximum amount and the most effective learning every minute of the day, and always be prepared and targeted for the possible behaviors of the children. ^[1]

Basic principles of direct teaching mode

In operating conditioned reflexes, with each provision of food, the mouse showed the desired behavior, and its process is called operating behavior restriction. Operation is the intentional behavior of the learner. Because reinforcement is based on the performance of the desired behavior, this decision process is called aftereffect manipulation. In order to be more effective, the reinforcement after the appearance of the desired behavior must be immediate, consistent and regular. For example, after students answer questions, they are praised, and the number of answers increases.

In some types of learning, after-effect manipulation training has shown high results. Break down the work of learning into small steps, and by strengthening the learning of each small step in the process, the teacher controls the expected behavior and increases the possibility of the expected behavior recurring. With feedback, learners will be rewarded for correct behavior.

Basic content of direct teaching mode

The core content of the direct teaching model is reading, writing, and counting. It is a lesson plan for children from five to eight years old. Group teaching is the main feature of the direct teaching model. A class is usually divided into four groups, each group consists of 4-7 people. Depending on the level, the duration of the activity varies. This model is based on part of behavioral research and research on how to achieve effective training. It is very useful to divide the teaching into small and separated parts and achieve them in order. The direct teaching feature is to use short class time combined with practice until the learning is proficient.

The direct teaching model is based on behavior training. The important concepts of behavior training are shaping, imitating, practicing, giving back and strengthening.

Shaping: At the beginning, the teacher determines the expected results of the student's learning, and breaks down this topic into many steps, or continuous and progressive actions. It is necessary to learn new knowledge or skills. As their steps progress, their behavior is gradually shaped through reinforcement.

Imitation: Learners gain knowledge and skills by witnessing and imitating exemplary teachers. In some cases, students imitate the behavior of others to learn the information or steps in the skills more efficiently than working independently.

Exercise: In the early stages of the exercise, the teacher guides students through each step in an organized and structured way. Mistakes should be corrected and correct behaviors should be reinforced, which is necessary at this stage. After students are able to complete 85 to 90 percent of this skill correctly, they then practice independently under regular guidance until they can complete the subject correctly and completely independently.

Beginning exercises should be frequent, intensive, and highly structured. Depending on the learner's age, these sections may change over time, but students should be motivated and attentive during these lecture hours. It is up to the teacher to determine if it is done correctly.

Because learning needs to be proficient, the duration of the practice should gradually be further apart. When your previous proficient learning has been continuously practiced, new learning can be taught. For example, a student studying piano scales may have just started practicing the G major, but should regularly go back and practice the C major to strengthen his learning.

Feedback: The feedback should be as clear as possible. When reinforcement is positive and frequent, it is most effective. Negative words usually hinder performance. For example, the teacher said to the students, "That is a stupid thing!" Or "Why can't you follow other people at work?", Etc. Such criticisms and some ironic words can stimulate children and make them opposite psychological. When the exercise is in progress, students need to receive feedback, orally or by grade, based on their performance. At the beginning, the teacher provides continuous feedback or teaches again. As the learning progresses, the number of feedback can be reduced .

Reinforcement: Reinforcement must be continuous and uninterrupted, that is, the teacher can make reinforcement actions at any time or arrange regular supplements and enhancements. At the beginning of the study, after the students have a positive response or answer, the teacher should give supplements to guide them in the right direction. Some learners will behave right in the beginning, but they need encouragement to continue moving forward. As learning progresses, it should be regularly strengthened. ^[2]

Basic program of direct teaching mode

The teaching process is in the order of "speaking the learning content again-young children repeating-asking some questions-making a summary". During the teaching process, teachers and children engage in oral interaction activities through games and competitions, and children also actively participate Activity, the rate of activity can reach ten reactions per minute. Although teachers can smoothly control the teaching discipline, such a teaching mode is tedious, children will not be too excited, and the classroom atmosphere is in a "quiet" state. However, the single rigid teaching mode, the questions are biased to the content of review, mostly The reminiscence problem only pays attention to how much the child remembers what the teacher teaches, and does not pay attention to the acceptance of the child, so that the child is not interested at all, but only blindly accepts, not paying attention to the development of the child's creative autonomy. Students can follow the instructions to reach the goal.

Evaluation of Direct Teaching Model

Among a series of other models, the direct teaching model was proposed first, because the steps are integral to any teaching plan. Goffin believed that the emergence and development of the direct teaching model in the era was not only a matter of survival, but also success. It changed the perspective of preschool education in at least six aspects. Many studies have shown that this curriculum model enables children to succeed academically and builds some children's confidence. After entering this school, children who have been trained in this mode can reach a higher level in terms of reading, writing, and arithmetic. However, this curriculum model is applauded by behaviorist psychologists and ridiculed by child development psychologists.

This model essentially ignores the development of children and curbs the development of children's personality, autonomy, imagination and creativity. Even if children get enough advantage in the lower grades of primary school, it is not obvious in the upper grades of primary school. Another point is that children who have been trained in this course are confident in their studies but lack confidence in their own abilities. They often attribute their success to their teachers or other factors outside of them, and attribute failure to themselves. However, the direct teaching mode still has a role. It can improve efficiency, and the teaching effect will appear after learning. It is easier for teachers to control the process of activities and reduce emergencies.

For us now, our attitude may be more that this teaching mode is not supported. When I first came into contact with the theory of preschool children, every day we were influenced by the theory of child development. We encountered opposition to theories that curbed the development of children's personality. When we look at other kindergarten teachers after class, we always evaluate what the teacher did well and what the teacher did poorly, and the criterion we evaluated is whether the teacher restricts children in the teaching and whether there is too much control. Children's behavior. But after three apprenticeships, we began to understand the teacher's control over children, and realized that the direct teaching model also has its role and advantages under the current national conditions of China's large population. In kindergartens, there are too many young children, and they have different degrees of personality and intellectual development. They may not respond as we imagined. Teachers have limited abilities and energy. Therefore, in some cases, they have to violate the theory of child development. Direct teaching mode. However, kindergarten teachers will not adopt this model in teaching alone. In their teaching, they will create situations that are fun to teach, with reading, writing, and counting as the main content rather than reading, writing, and counting as the core content. Such a change is what we need and hope for. However, some teaching methods are too pursuing innovation and ignore the goal of allowing children to develop in an all-round way. Therefore, as a teaching mode, naturally does not exist and apply independently, but should be used in combination. The teaching mode is based on the child as the main body and the interest as the center. It starts from the child's psychology and physiology, follows the characteristics of the child's physical and mental development, and aims to develop the child's initiative, enthusiasm and creativity. The child learns through experience and participation in activities. .