(2) The application of intuitive means must be closely coordinated with the teacher's explanation.
(3) Pay attention to the intuitive use of language. Teachers should be good at using vivid language to help students master knowledge.
Question 2: The application of visual teaching AIDS in educational psychology 10 points Visual teaching is a process in which teachers pay attention to guiding students to directly perceive things and models. Let students have perceptual knowledge.
Provide students with teaching tools such as physical objects, models and charts of perceptual materials in teaching.
Correct use of visual AIDS can improve students' interest in learning, enrich perceptual knowledge, reduce learning difficulty, help to form clear concepts and cultivate students' observation and thinking ability.
In China, the Song Dynasty flourished for four years (1026), Doctor Wang ingeniously cast a bronze model, carved the positions of meridians and acupoints, and drew a map of the twelve meridians to teach future generations to learn (see color map). In the west, in the17th century, Czech educator J.A. Comenius began to use leather mannequins for teaching. Later, Swiss educator J.H. Pestalozzi made an arithmetic box for teaching. With the development of science and technology, the deeper the understanding of the significance of teaching AIDS, the wider the application, the finer the manufacturing technology of teaching AIDS and the higher the benefit.
Types of visual AIDS: ① Physical objects. The objective things related to the teaching materials are directly presented to students, so that they can observe, listen or touch, smell and taste, and thus feel directly. ② Simulate physical objects. Including specimens, models and other replicas, such as globes, mannequins, engineering equipment models, etc. (3) a chart depicting the image of things. Including pictures, photographs, maps and statistics, design, etc. , various visual charts. (4) Modern equipment reproduces the phenomenon and process of things. Including movies, television, slides, audio recording, video recording, projectors and other equipment.
Application of visual teaching AIDS: ① The teaching AIDS selected and made should correctly and vividly reflect the facts and laws of things. (2) Teachers should combine visual teaching AIDS with explanations, guide students' observation activities, provide knowledge that students can't directly feel, analyze the nature of phenomena, and combine perceptual knowledge with rational knowledge. (3) According to the teaching purpose and the actual needs of students, choose intuitive teaching AIDS, so that every student can get a clear impression, actively carry out observation and thinking activities, and form a scientific concept. ④ Modern intuitive equipment can not only repeatedly present the external image of things, but also demonstrate the internal structure and changing process of things; It has unique educational function and broad development prospects to enlarge and narrow all kinds of things.
Question 3: What is a teaching aid? Teaching AIDS:
Teaching AIDS are models, objects, specimens, instruments, charts, slides, etc. Used to describe something, including teaching equipment, teaching instruments, training equipment, educational equipment, experimental equipment, teaching specimens, teaching models, etc.
brief introduction
jiao jī
Teaching AIDS are physical objects aimed at spreading science and technology and educating people. They are complete scientific and technological media and indispensable equipment for teenagers' scientific and technological activities. Teaching AIDS used in scientific and technological activities have physical teaching AIDS and replica teaching AIDS. Specifically, there are specimens or samples from nature, such as biological specimens, mineral specimens, fossils, rocks, rare animal specimens and so on. There are also imitations and models of specimens: some specimens are very precious (such as Peking man skull fossils) and should not be spread everywhere, so people have made various imitations and models to spread scientific and technological information. Another example is the human anatomy model, the models used in navigation, navigation and automobile. Teaching AIDS can also be divided into demonstration and practice.
trait
The characteristics of teaching AIDS and their functions in scientific and technological activities mainly include the following aspects.
(1) intuition. Intuition is often used as a teaching aid in scientific and technological activities. Visual teaching AIDS can make knowledge concrete and visual, and create conditions for students to perceive, understand and remember knowledge. Intuition can promote the combination of students' concrete perception and abstract thinking, reduce the difficulty of students mastering abstract concepts, help students form clear concepts, develop students' observation and thinking abilities, and improve students' interest and enthusiasm in learning.
(2) practicality. Most physical media can be touched, used and dissected, which is of special significance for cultivating students' skills.
(3) It has research value. The scientific and technological information contained in physical media is rich, and there are many contents that human beings have not extracted. It is itself the object of scientific research. For students with little knowledge, many physical media are also valuable for research, such as children disassembling toys and middle school students dissecting animals.
(4) typicality. The typicality of visual teaching AIDS makes it meet the teaching requirements, can effectively form a clear representation, and guide students to understand the essence of things from the displayed phenomena. From perceptual knowledge to rational knowledge, promote students to master knowledge comprehensively and profoundly.
(5) Need the cooperation of language media and written media. Some teaching AIDS should be explained, and teachers must give guidance and explanation when using them, so as to guide students to observe and inspire students to think.
Question 4: What is the intuitive teaching method? The exam is over. . . . . Ha ha! ! Yellow Sea
Question 5: What are the advantages of intuitive teaching? What are the types of intuitive teaching? How to use these different types in teaching? Type: intuitive class; The model is intuitive; The intuition of language and objects is carried out through objects, such as observing and demonstrating various objects and their specimens, conducting experiments, and visiting on the spot. In physical intuition, perceptual knowledge is mainly obtained through the perception of physical objects, which is distinctive, vivid and authentic. But the inside of things is not easy to be observed, and it is difficult to move and move. ...
What are the types of intuitive teaching? How to use these different types in teaching?
Type: intuitive class; The model is intuitive; Intuitive language
Physical visualization is carried out through physical objects, such as observing and demonstrating various physical objects and their specimens, conducting experiments, and visiting the site. In physical intuition, perceptual knowledge is mainly obtained through the perception of physical objects, which is distinctive, vivid and authentic. The interior of things is difficult to be observed and the movement is difficult to control, so teachers must highlight the essential elements of objects by prompting.
The visualization of model image is carried out through various simulated images of physical objects. It can avoid the limitations of intuitive objects and make things that are usually difficult to perceive intuitively. However, there is always a certain distance between the model and the object it marks, and sometimes the perceptual knowledge that students get from the model cannot be correctly related to the object. Therefore, we must pay attention to the correct proportional relationship between the mold and the object.
Question 6: How to use visual teaching AIDS in kindergarten teaching? The visual means commonly used in kindergartens mainly include: the use of visual materials, visual molds, visual audio-visual education, intuitive language, intuitive actions, and intuitive teaching principles. Attention should be paid to: according to teaching needs, the use of appropriate visual means should be based on teaching, which is only an auxiliary means, not an end.
Question 7: What are the intuitive means commonly used in kindergarten education activities, and what are the principles of educational activities and intuition?
The way and characteristics of preschool children's cognitive intuitive action and visualization determine that they must contact all kinds of things and phenomena through activities, communicate with people and actually operate objects, so as to gradually accumulate experience and gain true knowledge. Without activities, there is no child's development. During the semester, education in educational institutions should not only let children watch and listen, but should do everything possible to guide children to take the initiative. Because, for them, only learning in activities is meaningful learning and understanding learning. Teachers should start the activity-based education process from the characteristics and level of children's physical and mental development. At the same time, the forms of activities should be diversified so that children can develop in various activities.
1. Educational activities
The activity principle means that children should learn and develop in active activities in education and teaching activities. In education and teaching activities, at the original level of development, children construct their own cognitive structure, develop their intelligence, and experience and understand their relationships and emotions with others through the operational activities of interacting with objects and the interactive activities with teachers and peers. Therefore, activities are very important for children's learning and development. 2, the implementation principle of activity law:
A. provide opportunities and environment for activities. Teachers should provide children with material information and enough time for activities, as well as opportunities to communicate with peers and teachers. Trust children, let them operate and communicate freely, and give them unnecessary guidance, and their body and mind will certainly develop freely.
B. encourage children's enthusiasm, initiative and creativity. Teachers should encourage children's enthusiasm, initiative and creativity in activities, so that activities can truly become a means of children's development. What teachers should do is to treat Zhou with a healthy attitude.
What happens around you, set an example and participate in activities. Only in this way can we encourage children to take an active part in activities. After long-term training, children will take the initiative to participate in various activities. We should face up to the experiences and inventions discovered by children through personal efforts in activities, and don't laugh at children's exploration.
C. activities are diverse. Children's development needs are diverse, children's interests are active and changeable, and various activities are needed to meet their development. The best activities are suitable for children's interests and abilities and are beneficial to their physical and mental health. D. activities are not decorations. In kindergarten, many teachers often regard activities as decorations when organizing daily activities, which shows that teachers don't understand the principles of activities; On the other hand, it also shows that the teacher's work attitude is not serious enough.
2. The intuition of education
Preschool children's soft thinking and first signal system are dominant, and they can only understand things on the basis of rich perceptual experience. Intuition principle has special significance in kindergarten education activities, because children are poor in life experience, and children mainly know the world through various senses, directly know the things around them, and develop into primary concepts.
For example, children learn new words in the process of cognitive activities, which is determined by the specific image of children's thinking and the general characteristics of the words themselves. That is, children grasp the meaning of words on the basis of perceiving the characteristics and attributes of objective things through hearing, vision and touch. Mastering new words through the explanation of words is an auxiliary means for children to master words. The explanation of words can only be understood by children if it can arouse the images perceived in their minds. Therefore, relying on intuition is the basic principle of vocabulary education. It is embodied in: (1) new words appear in combination with objects; (2) New words appear in combination with actions; (3) New words are explained by gestures, expressions or onomatopoeic words; (4) Pictures are used to help children understand the meaning of words; (5) Antonyms are mastered through object comparison.
The application of intuition principle in education and teaching activities can make education and teaching activities lively, arouse children's interest in activities, deepen children's impression, help to understand and form specific concepts, develop children's ability and achieve good educational results.
Attention should be paid to implementing the principle of intuitive education;
1, according to the task and content of education and teaching activities and the actual situation of children, choose appropriate means.
The intuitive means of kindergarten include physical intuition (observing objects, specimens, field trips, small experiments, etc.). ), mold intuition (observing pictures, models, plastering teaching AIDS, sand tables, toys, etc. ), audio-visual AIDS (slides, videos, recordings, televisions, etc. ), and intuitive language ... >>
Question 8: What kinds of teaching AIDS are there in kindergarten classes?
(A) the types of game AIDS and related definitions
Kindergarten play teaching has different classifications: according to the district angle (activity area), such as architecture, sports, puzzle, etc. Classification by field, such as health, language, science, etc. According to the classification of materials, such as plastic, paper, solid wood, etc.
1. Divided by function (effective area, i.e. area angle)
Playing teaching AIDS is divided according to the function (activity area, that is, the corner), and more emphasis is placed on the classification of toys.
To be clear, playing teaching AIDS is divided into functions, and more consideration is given to the main functions of playing teaching AIDS, but many functions of playing teaching AIDS are not single, they have multiple functions.
(1) sports. The main function of sports toys is that children can promote the development of movements, improve the coordination of their bodies, strengthen their physique and achieve healthy development by operating toys.
Sports toys include large sports equipment, small sports equipment and hand-held equipment. Large-scale transport equipment is a kind of combined equipment with the functions of training children to climb, climb, drill and balance. Small sports equipment generally includes rocking horse, rocking boat, seesaw, balance beam, swivel chair and so on. Handheld equipment generally includes skipping rope, hula hoop, dumbbell, skateboard, skiing, boxing toys and so on. Handheld devices can be subdivided into many types, such as ball games, including bowling, football, badminton, baseball, volleyball, basketball, table tennis, golf and so on. Throwing categories include sandbags, solid balls, frisbees, darts, sticky targets, throwing rings and so on. It also includes traditional folk toys, such as shuttlecock, hoop, gyro and diabolo.
(2) Role class. The main function of role-based toys is that children can play various roles by using toys and creatively reflect different activities in real life. This will help children develop their imagination, cultivate their observation and creativity, and enhance their awareness and ability to cooperate with their peers.
Character toys generally include: doll toys, such as beds, tables and chairs, refrigerators, televisions, washing machines, stoves and other simulated toys that reflect real-life household items in miniature or original size; Small hospital toys, such as stethoscopes, medicine cabinets, medicine cabinets, needles and other simulated toys that reflect the reduced version or original size of medical devices that children can come into contact with in the process of seeing a doctor in real life; Small supermarket toys, such as shelves, checkout counters and other simulated toys that reflect the shrinking or original size of supermarket items observed by children and parents in the supermarket shopping process in real life; There are also small barbershop toys, small bank toys and small restaurant toys. ...
(3) science. Science toys is a toy used by children in scientific exploration. An important feature of children's scientific activities is to acquire scientific and technological knowledge through play? Science toys plays an important role in children's scientific activities.
Science toys is divided into phenomenon toys and planting toys.
Phenomenon toys mainly include: light and color toys, such as mirrors and lenses, convex lenses, concave lenses, triangular prisms, magic boxes, flowers in mirrors, color-changing gyroscopes, periscopes, kaleidoscopes, caged birds and so on. Power and energy toys, such as robot dogs, slope bowling balls, magnet toys, electromagnetic fields, elastic rockets, etc. Audio toys, such as piano bottles, voice phones, etc. ; There are also electric toys, water and wind toys ...
Planting toys mainly include: planting toys in natural corners, such as animal and plant specimens, observation boxes, rulers, observation records and so on. ; Outdoor planting toys such as shovels, hoes, rakes and buckets; Planting toys in greenhouse, such as flowerpots, nutrient solutions, planting racks, etc.
(4) structural classes. Construction toys are toys used by children in construction activities. They are children who use all kinds of constructive toys to reflect the real life around them and creatively build objects or buildings. Constructive toys help children visualize abstract mathematical concepts and accumulate direct experience in number, quantity, shape, time, space, creation and aesthetics.
Building toys mainly include: building block toys, such as hollow or solid building blocks, animal puzzle building blocks, etc. (divided into large, medium and small building blocks); Bamboo toys, such as bamboo chips and bamboo tubes of various sizes and lengths; Plastic toys, such as chips, blocks, granules, sticks and other plastic toys; There are also metal building toys, stick toys and sand toys. ...
(5) puzzles. Educational toys are toys for children to develop their intelligence and increase their wisdom in the process of playing. Through the interaction with toys, children can make abstract concepts interesting and vivid, and children can easily acquire knowledge and develop intelligence.
Educational toys mainly include: buckle educational toys, such as Yuanyang buckle, auspicious buckle, concentric knot, Qian Qian knot, M buckle and so on. Puzzle toys, such as jigsaw puzzles, jigsaw puzzles, ...
Question 9: Why should we make full use of visual AIDS in primary school teaching? This is mainly due to the age characteristics and thinking characteristics of primary school students, who are in the transition stage from concrete image thinking to abstract logical thinking. Therefore, we should strengthen intuitive teaching to help students better understand and master knowledge.