教师资格考试中学教育知识与能力章节考点(3.6)（teacher qualification examination, middle school education, knowledge and competence, chapter 3.6）

教师资格考试中学教育知识与能力章节考点36（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER36）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER36THESIXTHSECTIONISTHEMAINVIEWPOINTSOFTHECURRENTTEACHINGREFORMINCHINAFIRST,THETEACHINGCONCEPTINTHENEWCURRICULUM1ACOMPREHENSIVEDEVELOPMENTVIEWOFTEACHINGTHETEACHINGCONCEPTOFALLROUNDDEVELOPMENTISPROMINENTLYMANIFESTEDINTHEFOLLOWINGTWOASPECTS1,CONCLUSIONANDPROCESSOFUNITYTHERELATIONSHIPBETWEENTHECONCLUSIONANDTHEPROCESSREFLECTSTHERELATIONSHIPBETWEENKNOWLEDGE,SKILLS,PROCESSANDMETHODWITHINTHEDISCIPLINEFROMTHESUBJECTITSELF,THEPROCESSOFINQUIRINGPROCESSOFTHESUBJECTSANDRESEARCHMETHODS,RESEARCHRESULTSOFTHISSUBJECTCONCLUSIONCHARACTERIZATIONOFTHECONCEPTOFTHEPRINCIPLEOFSYSTEM,TWOISTHERELATIONSHIPBETWEENTHEINTERACTION,INTERDEPENDENCEANDMUTUALTRANSFORMATIONFROMTHEPERSPECTIVEOFTEACHING,THETEACHINGRESULTS,NAMELYTEACHINGTOACHIEVETHEPURPOSEORDESIREDRESULTSTHEPROCESSOFTEACHING,THATISTOACHIEVETHEPURPOSEOFTEACHINGACTIVITIESORPROCEDURESTOOBTAINTHEREQUIREDCONCLUSIONMUSTBEEXPERIENCEDTHEREISNODOUBTTHATTHEIMPORTANTPURPOSEOFSTIMULATINGLEARNINGISTOENABLESTUDENTSTOUNDERSTANDANDGRASPTHECORRECTCONCLUSION,SOITISNECESSARYTOMAKEACONCLUSIONHOWEVER,STUDENTSWITHOUTQUESTION,ASERIESOFJUDGMENT,COMPARISONANDSELECTION,ANDTHECORRESPONDINGANALYSIS,SYNTHESIS,GENERALIZATIONANDUNDERSTANDINGACTIVITYTHATWITHOUTTHINKINGPROCESSANDCOGNITIVESTYLEDIVERSIFICATION,COLLISIONANDDEBATEANDNOCOMPARISONOFMULTIPLEPERSPECTIVES,ITISDIFFICULTTOOBTAINTHECONCLUSION,ITISDIFFICULTTOTRULYUNDERSTANDANDCONSOLIDATEMOREIMPORTANTLY,THEREISNODIVERSITYANDRICHNESSOFTHEPREMISEOFTHETEACHINGPROCESS,THESTUDENTSINNOVATIVESPIRITANDINNOVATIVETHINKINGCANNOTBERAISEDTHEREFORE,WESHOULDNOTONLYREPEATTHECONCLUSIONBUTALSOEMPHASIZETHEPROCESSBASEDONTHIS,THENEWCURRICULUMTAKESTHEPROCESSANDTHEMETHODITSELFASANIMPORTANTCOMPONENTOFTHECURRICULUMGOAL,THUSHIGHLIGHTSTHEPOSITIONOFTHEPROCESSANDMETHODFROMTHEHEIGHTOFTHECURRICULUMGOAL2,THEUNITYOFCOGNITIONANDAFFECTIONLEARNINGPROCESSISAPROCESSOFCOGNITIVEACTIVITYANDAFFECTIVEACTIVITYWHICHISBASEDONTHEWHOLEPSYCHOLOGICALACTIVITYOFHUMANBEINGCOGNITIVEFACTORSANDAFFECTIVEFACTORSBOTHOCCURANDINTERACTINTHECOURSEOFLEARNINGTHEYFORMTWODIFFERENTASPECTSOFSTUDENTSLEARNINGPSYCHOLOGY,ANDEXERTGREATINFLUENCEONLEARNINGACTIVITIESFROMDIFFERENTPERSPECTIVESWITHOUTTHEPARTICIPATIONOFCOGNITIVEFACTORS,LEARNINGTASKSCANNOTBECOMPLETEDSIMILARLY,LEARNINGACTIVITIESCANNEITHEROCCURNORSUSTAINWITHOUTAFFECTIVEFACTORSTWOTEACHINGVIEWOFINTERACTIONANDINTERACTIONTEACHINGISTHEUNITYOFTEACHERSTEACHINGANDSTUDENTSLEARNING,ANDTHEESSENCEOFTHISUNITYISCOMMUNICATIONACCORDINGTOTHIS,MODERNTEACHINGTHEORYPOINTSOUTTHATTHETEACHINGPROCESSISTHEPROCESSOFTEACHERSTUDENTINTERACTION,ACTIVEINTERACTIONANDCOMMONDEVELOPMENTNOCOMMUNICATION,NOINTERACTION,DOESNOTEXISTORHASNOTOCCURREDONLYINTHEFORMOFTEACHING,THETEACHINGPERFORMANCEWITHOUTSUBSTANTIVECOMMUNICATIONOF“TEACHING“ISAFALSETEACHING,THEESSENCEOFTHETEACHINGLOCATIONFORCOMMUNICATIONTHISISTHERIGHTOFTHETEACHINGPROCESSITISNOTONLYINTHEORYBEYONDTHEHISTORYOFTHE“TEACHERCENTEREDTHEORY“AND“STUDENTCENTERTHEORY“,THEREALITYOFTHESTUDENTS“SPECIALOBJECTTHEORY“AND“DOMINANTSUBJECTTHEORY“,BUTALSOHASVERYIMPORTANTPRACTICALSIGNIFICANCEINPRACTICETHECOMMUNICATIONBETWEENTEACHERSANDSTUDENTSINTHETEACHINGHASTHEFOLLOWINGPROPERTIESTHENATUREOFTHEINTERACTIONBETWEENTEACHERSANDSTUDENTSISTHEMAINBODY,THEINTERCOURSETHEORYADMITTEDTHATTEACHERSANDSTUDENTSARETHEMAINBODYOFTHETEACHINGPROCESS,ITHASTHEINDEPENDENTPERSONALITYVALUE,BOTHFULLEQUALITYINPERSONALITY,THATISONLYTHEVALUEOFEQUALITYBETWEENTEACHERSANDSTUDENTS,ANDTHEREISNOLEVEL,WEAKPOINTSTHEBASICATTRIBUTESOFCOMMUNICATIONBETWEENTEACHERSANDSTUDENTSAREINTERACTIVITYANDRECIPROCITYTHETHEORYOFTHECOMMUNICATIONBETWEENTEACHERSANDSTUDENTS,EMPHASIZESTUDENTSASKTHEEXCHANGEOFINFORMATIONDYNAMICALLY,REALIZETHEINTERACTIONBETWEENTEACHERSANDSTUDENTSTHROUGHTHEEXCHANGEOFINFORMATION,MUTUALCOMMUNICATION,MUTUALINFLUENCE,MUTUALCOMPLEMENT,SOASTOREACHACONSENSUS,SHAREDTOGETHER,THISISTHETRUEMEANINGOFTEACHINGBENEFITSTEACHERSASWELLASSTUDENTSCOMMUNICATIONSHOWSTHATTEACHINGISNOTAMECHANICALSUMMATIONOFTEACHINGANDLEARNINGCOMMUNICATIONALSOMEANSTHETRANSFORMATIONOFTEACHERSROLEORIENTATIONTHETEACHERCHANGESFROMTHELEADINGROLEINTEACHINGTO“THECHIEFOFEQUALITY“,FROMTHETRADITIONALKNOWLEDGETEACHERTOTHEPROMOTEROFMODERNSTUDENTDEVELOPMENTITCANBESAIDTHATTHECREATIONOFINTERACTIVEANDMUTUALLYBENEFICIALTEACHINGRELATIONSHIPBASEDONTEACHERSTUDENTINTERACTIONISANIMPORTANTTASKINTHEREFORMOFTHENEWCURRICULUMTHETEACHINGWITHTHECHARACTERISTICSOFINTERACTIONANDINTERACTIONISOFTENREALIZEDBYMEANSOFDIALOGUEACCORDINGTOJASPERS,“DIALOGUEISTHEREALIZATIONOF“TRUTHANDBRIGHTTHOUGHTITSELF,ISASPECIALFORMOF“BETWEENTHEVARIOUSCONSCIOUSNESSOFEQUALVALUE,MEANINGEQUALINTERACTION“ITEMPHASIZESTHE“OPEN“AND“ACCEPTANCE“OFBOTHSIDESITISANACTIVITYTHATREALIZESTHEINTEGRATIONOFHORIZONSANDSPIRITSINTHEPROCESSOFMUTUALLISTENING,ACCEPTANCEANDSHARINGITCANBESAIDTHATTEACHINGDIALOGUEISTHEPROCESSOFTWOWAYCOMMUNICATIONANDCOMMONLEARNINGBETWEENTEACHERSANDSTUDENTSONTHEBASISOFMUTUALRESPECT,TRUSTANDEQUALPOSITION,THROUGHCONVERSATIONANDLISTENINGTHREEOPENANDGENERATIVETEACHINGVIEWOPEN,FROMTHECONTENTPOINTOFVIEW,MEANSTHATTHESCIENTIFICWORLDBOOKWORLDRETURNTOLIFEWORLD,THELIFEWORLDISTHEFOUNDATIONOFTHEWORLDOFSCIENCE,SCIENCEISTHEMEANINGOFTHEWORLDISTHESOURCEOFEDUCATIONMUSTRETURNTOTHELIVINGWORLD,RETURNTOCHILDRENSLIFETHETRADITIONALEDUCATIONTOSTUDENTSISFIXEDONTHE“BOOKWORLD“OR“SCIENCEWORLD“,EDUCATIONANDPEOPLES“LIFEWORLD“,TOEMBODYTHEEDUCATIONOFALLTHESIGNIFICANCEANDVALUEOFLIFE,LOSSOFMEANINGOFEDUCATIONINTHE“LIFEWORLD“INTHESTRUGGLE,NOTTOESTABLISHSTUDENTSVALUEOFLIFEORDERANDLIFETHEWAYEDUCATIONISMANSEDUCATION,ANDITISTHECOMBINATIONOFSCIENCEEDUCATIONANDLIFEEDUCATIONONLYEDUCATIONROOTEDINTHELIVINGWORLDANDSERVINGTHELIVINGWORLDHASASTRONGVITALITYRETURNTOLIFEWORLDTHATISNOTTODENYTHERATIONALITYOFSCIENCEBOOKSOFTHEWORLD,BUTKEEPATENSIONBETWEENTHETWOWORLDS,MAKINGSCIENCEEDUCATIONWITHOUTLOSINGITSMEANINGOFEXISTENCEFORLIFEANDFORGETTHEWORLDFROMTHEPOINTOFVIEWOFPROCESS,MANISANOPENANDCREATIVEEXISTENCEEDUCATIONSHOULDNOTACTINARIGIDFORMONPEOPLE,ORITWILLRESTRICTANDRESTRICTTHEFREEDEVELOPMENTOFHUMANBEINGSMANISANUNFINISHED,NONULTIMATEEXISTENCEEDUCATIONSHOULDNOTTAKETHEMIDPOINTOFTRAININGASITSEND,ANDREPLACEITWITHITSGOALOTHERWISE,ITWILLOBSTRUCTTHEDEVELOPMENTOFHUMANBEINGMANISNOTLIMITED,NORCANEDUCATIONLIMITMAN,BUTHECANONLYLEADMANTOBEFREEANDACTIVETHEREFORE,CLASSROOMTEACHINGSHOULDNOTBEACLOSEDSYSTEM,NORSHOULDWERIGIDLYADHERETOTHEPRESETFIXEDPROGRAMINTHEPROCESSOFIMPLEMENTATION,THEGOALOFPRESUPPOSITIONSHOULDBEPUTINTOTHEDIRECTEXPERIENCE,FLEXIBLEANDFLEXIBLECOMPONENTSANDUNEXPECTEDEXPERIENCESTHEIMPROVISATIONINTEACHERSTUDENTINTERACTIONSHOULDBEENCOURAGEDTOEXCEEDTHEREQUIREMENTSOFTHEGOALTHEULTIMATEGOALOFOPENISTOGENERATE,EACHCLASSSHOULDLETSTUDENTSHAVEREALCOGNITIVEGAINS,BUTALSOMUSTHAVEMOREORLESSLIFEPERCEPTIONCLASSROOMTEACHINGSHOULDFOCUSONTHEWHOLELIFEOFPEOPLEWHOAREGROWINGANDGROWINGTHECLASSROOMTEACHINGWITHNOCHALLENGEFORINTELLIGENCEISNOTGENERATIVE,ANDTHECLASSROOMTEACHINGWITHOUTLIFEISNOTGENERATIVEFROMTHEPOINTOFVIEWOFLIFE,EACHLESSONISAPROCESSOFTHESYNTHESISOFNONREPETITIVEPASSIONANDWISDOMFROMTHEVIEWOFPSYCHOLOGY,CLASSROOMISOFTENEXPRESSEDAS“ENLIGHTENED“,“CLICKINTOPLACE“AND“MYHEART“AND“DEEPMYHEART“AS“HEART“AND“FALLINTOAREVERIE“,“HAVEMIXEDFEELINGS“,“ISTOOWONDERFULFORWORDS“SPIRITUALRESONANCEANDRESONANCETHINKINGFORCLARITYANDVISIONTHEHEARTISBRIGHTACCORDINGTOTHECONTENT,CLASSROOMGENERATIONHASBOTHEXPLICITANDIMPLICITGENERATIONEXPLICITGENERATIONISDIRECTANDSUPERFICIAL,WHILEIMPLICITGENERATIONISINDIRECTANDDEEPFROMTHEORIGINALMEANINGOFTHEFORMATION,THEGENERATIONMAINLYREFERSTOTHEIMPLICITGENERATION,ANDTHERECESSIVEGENERATIONHASTHEMOSTDEVELOPEDFUNCTIONFROMTHEPERSPECTIVEOFTHEGENERATIVESUBJECT,THEREARESTUDENTGENERATIONANDTEACHERGENERATION,THATIS,CLASSROOMTEACHINGSHOULDNOTONLYHELPSTUDENTSBUTALSOTEACHERSTHECLASSROOMTEACHINGSHOULDBECOMEATEACHERSSELFIMPROVEMENTANDSELFDEVELOPMENT,SELFIMPROVEMENT,SELFREALIZATION,SELFAPPRECIATIONOFCREATIVEWORK,THISISATRUEPORTRAYALOFTHETEACHINGBENEFITSTEACHERSASWELLASSTUDENTSTHETEACHINGVIEWOFALLROUNDDEVELOPMENTISPUTFORWARDFROMTHEANGLEOFTEACHINGPURPOSE,COMMUNICATIVEANDINTERACTIVETEACHINGCONCEPTISPUTFORWARDFROMTHEANGLEOFTHETEACHERSTUDENTRELATIONSHIP,OPENANDGENERATIVETEACHINGISPUTFORWARDFROMTHEANGLEOFTEACHINGPROCESSANDTEACHINGRESULTS,THESETHREEKINDSOFTEACHINGISPUTFORWARDFROMDIFFERENTANGLES,BUTTHEYAREINTERRELATEDANDCOMPLEMENTARYWEMUSTGRASPTHESPIRITUALESSENCEOFEACHIDEAFROMTHEWHOLEHEIGHT,ANDONLYINTHISWAYCANWECORRECTLYLEADTHEREFORMOFTHENEWCURRICULUMTWO,THERECONSTRUCTIONOFTEACHINGIDEASUNDERTHEBACKGROUNDOFTHENEWCURRICULUM1THERELATIONSHIPBETWEENTEACHINGANDCURRICULUMINTHECONTEXTOFTHENEWCURRICULUMINTHENEWCURRICULUMREFORM,CURRICULUMNOTONLYCONSISTSOFTEACHINGMATERIALS,CURRICULUMSTANDARDSORCURRICULUMPLANOFWRITTENMATERIALS,BUTBYTHEWRITTENMATERIALSANDTEACHERSANDSTUDENTSEXPERIENCEANDINSIGHTSONTHECOMMONCURRICULUM,SUBJECTANDEXPERIENCEANDAWARENESSOFTEACHERSANDSTUDENTSWILLTAKETHECOURSEOFPOSITIONTHEREFORE,THEPROCESSOFTEACHINGBECOMESTHEPROCESSOFCONTINUOUSGENERATIONANDTRANSFORMATIONOFCURRICULUMCONTENTANDTHECONTINUOUSCONSTRUCTIONANDPROMOTIONOFCURRICULUMMEANING“THEREFORE,INTHENEWCURRICULUM,THERELATIONSHIPBETWEENTEACHINGANDCURRICULUMISADYNAMIC,GENERATIVE,MUTUALLYREINFORCINGANDINTERACTIVERELATIONSHIPTWOTHERELATIONSHIPBETWEENTEACHINGANDLEARNINGINTHECONTEXTOFTHENEWCURRICULUMINTHENEWCURRICULUM,TEACHINGISTEACHINGANDLEARNINGEXCHANGES,INTERACTION,MUTUALEXCHANGE,COMMUNICATION,MUTUALINSPIRATION,COMPLEMENTEACHOTHER,TOREACHACONSENSUS,SHARING,TOACHIEVECOMMONDEVELOPMENTANDTEACHINGBENEFITSTEACHERSASWELLASSTUDENTS“THEREFORE,THERELATIONSHIPBETWEENTEACHINGANDLEARNINGUNDERTHENEWCURRICULUMISACOMMUNICATIVE,INTERACTIVEANDINTEGRATEDRELATIONSHIPTRULYIN“TEACHING“AND“LEARNING“,“LEARNING“INTHETEACHING,TEACHERSANDSTUDENTSWILLFORMA“LEARNINGCOMMUNITY“,INTHISCOMMUNITY,NOOBVIOUSDISTINCTIONBETWEENTEACHINGANDLEARNING,ONLYTHECOMMONLEARNINGOBJECTIVESTHREETHERELATIONSHIPBETWEENSUBJECTSANDSTUDENTSINTHECONTEXTOFTHENEWCURRICULUMTHERELATIONSHIPBETWEENSUBJECTSANDSTUDENTSISACTUALLYAQUESTIONOFEDUCATIONALVALUES,THATIS,TEACHINGSHOULDPAYATTENTIONTOSUBJECTS,ORSHOULDWEPAYATTENTIONTOSTUDENTSTHETEACHINGINITIATEDBYTHENEWCURRICULUMISASTUDENTBASEDTHEORYITSCHARACTERISTICSARE1PAYATTENTIONTOEACHSTUDENT2PAYATTENTIONTOSTUDENTSEMOTIONALSTATEANDEMOTIONALEXPERIENCE3PAYATTENTIONTOSTUDENTSMORALANDPERSONALITYTRAININGFOURTEACHERSTUDENTRELATIONSHIPINTHECONTEXTOFTHENEWCURRICULUMTHETEACHERSTUDENTRELATIONSHIPINTHENEWCURRICULUMREFORMISASPIRITUAL,DYNAMICANDEQUALDIALOGUERELATIONSHIPBASEDONMUTUALRESPECTFIRSTOFALL,BASEDONTHEMUTUALRESPECTBETWEENTEACHERSANDSTUDENTS,THISKINDOFMUTUALRESPECTREQUIRESTEACHERSTORESPECTSTUDENTSATTHESAMETIME,ANDALSOREQUIRESSTUDENTSTORESPECTTEACHERSANDNOTGOTOEXTREMESSECONDLY,THISRELATIONSHIPISBASEDONTHEEQUALSTATUSOFTEACHERSANDSTUDENTSONTHEBASISOFMUTUALRESPECTANDEQUALSTATUS,THERELATIONSHIPBETWEENTEACHERSANDSTUDENTSISADYNAMICDIALOGUEFIVETEACHINGOBJECTIVESINTHECONTEXTOFTHENEWCURRICULUMTHENEWCURRICULUMCALLSFORTHEESTABLISHMENTOFANEWTEACHINGOBJECTIVESYSTEM,ANDTHEQUALITYEDUCATIONMUSTBEFULLYEMBODIEDTHEFIRSTREQUIREMENTOFQUALITYEDUCATIONFORTEACHINGISTHEUNITYOFCOGNITIONANDAFFECTIONINTEGRATIONOFCOGNITIONANDEMOTIONMAKESTHEMCOMPLEMENTEACHOTHERANDPROMOTEEACHOTHERTHESECONDREQUIREMENTOFQUALITYORIENTEDEDUCATIONFORTEACHINGISTHEUNITYOFRESULTANDPROCESSUNDERTHEGUIDANCEOFTHETWOGUIDINGPRINCIPLES,THETEACHINGOBJECTIVEOFQUALITYEDUCATIONSHOULDHAVETHEFOLLOWINGCHARACTERISTICS1AFFECTIONTHATISTOSAY,INTHETARGETSYSTEMOFQUALITYEDUCATION,THECOGNITIVEDEVELOPMENTGOALANDTHESTUDENTSEMOTION,ATTITUDEANDVALUESAREFORMEDTOGETHER2PROCESSQUALITYEDUCATIONREQUIRESTHATTEACHINGOBJECTIVESSHOULDBETHEPRODUCTOFTEACHINGSITUATIONANDTHERESULTOFPROBLEMSOLVING3PERSONALIZATIONQUALITYEDUCATIONCALLSFORTHEDEVELOPMENTOFSTUDENTSINDIVIDUALITYANDTHEPURSUITOFTHEDIVERSITYOFSTUDENTSRESPONSESRATHERTHANHOMOGENEITYSIXTHETEACHINGENVIRONMENTANDTEACHINGENVIRONMENTINTHECONTEXTOFTHENEWCURRICULUMINCLUDETWOKINDSOFHUMANENVIRONMENTANDPHYSICALENVIRONMENT1,THEOPENINGOFTHEHUMANENVIRONMENTISMAINLYTOBREAKTHEBOUNDARIESBETWEENTEACHINGANDLEARNING,TOBREAKTHEFETTERSANDTIESBETWEENTEACHERSANDSTUDENTS,TOLIBERATESTUDENTSLEARNINGANDSOON2THESOCALLEDPHYSICALENVIRONMENTOFTEACHINGREFERSTOTHECLASSROOMCLASSROOMASATEACHINGPLACE,ITSFUNCTIONANDROLEINTHENEWCURRICULUMREFORM,BUTALSOTOCHANGE,FROMCLOSEDTOOPENTHEDEVELOPMENTOFTHECLASSROOMMAINLYINCLUDESTHEFOLLOWINGASPECTSFIRSTLY,ITPROVIDESTHECONDITIONSFORTHECOMMUNICATIONBETWEENSTUDENTSANDSTUDENTS,BETWEENSTUDENTSANDTEACHERS,ANDBETWEENSTUDENTSANDSOCIETYSECONDLY,THEDEFINITIONOFTHECLASSROOMSPACEHASALSOCHANGEDINTHETEACHINGOFTHENEWCURRICULUMITCANINTRODUCETHESOCIETYTOTHECLASSROOM,ORTHECLASSROOMINTHESOCIETYTHECLASSROOMHEREISNOLONGERATRADITIONALCLASSROOM,BUTREALLYATEACHINGENVIRONMENTSEVENTHEFORMOFTEACHINGORGANIZATIONUNDERTHEBACKGROUNDOFTHENEWCURRICULUMINTHEIMPLEMENTATIONOFTHENEWCURRICULUM,THEORGANIZATIONALFORMOFTEACHINGSHOULDHAVETHEFOLLOWINGCHARACTERISTICS1DIVERSIFICATIONTHENEWCURRICULUMREFORMREQUIRESTHEESTABLISHMENTOFVARIOUSFORMSOFTEACHINGORGANIZATION,WHICHCANINCLUDEINDIVIDUALTEACHING,GROUPTEACHING,COLLECTIVETEACHING,STUDENTSELFSTUDY,ANDOTHERFORMS2,INTEGRATIONTEACHINGSHOULDBEBASEDONDIFFERENTSITUATIONSANDADOPTDIFFERENTFORMSOFTEACHINGORGANIZATION3SOCIALIZATIONTHEFORMOFTEACHINGORGANIZATIONMUSTBESOCIALIZEDSTEPBYSTEP,ANDWESHOULDMAKEFULLUSEOFSOCIALRESOURC