questions for week 14
王文平
10. What are the two sides concerning the work in science in school?
11. What are the features of educational theory may be noted?
12. What is the aim of historical instruction ?
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张颢喆10.In the context of education, there are two main perspectives concerning the incorporation of science in school curricula.Pro-Science Education,Anti-Science Education,Balancing these two perspectives is crucial in creating a well-rounded education system that equips students with both scientific knowledge and a broader understanding of the world around them. 11.Educational theory encompasses a wide range of ideas and principles that underpin the practice and philosophy of education. Some key features of educational theory that may be noted include:Foundations in Philosophy,Understanding Learning Processes,Curriculum Design and so on. 12Cultivate patriotism: History education can let students understand and understand the development process and cultural tradition of their own country and nation, so as to cultivate students' patriotism and national pride. 2. Improve historical literacy: History education enables students to understand and understand the development process and cultural traditions of human society, cultivate students' interest in and love for history, and improve students' historical literacy and historical awareness. 3. Cultivate humanistic literacy: History education not only allows students to understand and understand the development process and cultural traditions of human society, but also cultivates students' humanistic literacy -
陈诺10. The two sides concerning the work in sciencein school are traditional academic subjects suchas math, language arts, and social studies onone hand, and hands-on, inquiry-based scienceeducation on the other. Traditionalists argue thatscience should be taught through textbooks andlectures, while advocates of hands-on scienceeducation believe that students should engagein experiments and investigations to developtheir scientific thinking skills. 11. The features ofeducational theory may be noted as follows: itis a systematic study of teaching and learning; itis based on research and empirical evidence; itis constantly evolving and adapting to changingcircumstances; it provides guidance for teachersand policymakers; it emphasizes the importanceof context and cultural diversity; and it recognizesthe interdependence of individual learners andtheir environment. 12. The aim of historical instruction is to help students understand the past, its significance, and its impact on the presentand future. It aims to develop critical thinking skills, empathy, and an appreciation for diversityand cultural differences. Historical instructionalso seeks to promote civic engagement andsocial responsibility by encouraging students toanalyze and evaluate historical events, ideas, andperspectives.
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翟元浩10. The two sides concerning the work in science in school are traditional academic subjects such as math, language arts, and social studies on one hand, and hands-on, inquiry-based science education on the other. Traditionalists argue that science should be taught through textbooks and lectures, while advocates of hands-on science education believe that students should engage in experiments and investigations to develop their scientific thinking skills. 11. The features of educational theory may be noted as follows: it is a systematic study of teaching and learning; it is based on research and empirical evidence; it is constantly evolving and adapting to changing circumstances; it provides guidance for teachers and policymakers; it emphasizes the importance of context and cultural diversity; and it recognizes the interdependence of individual learners and their environment. 12. The aim of historical instruction is to help students understand the past, its significance, and its impact on the present and future. It aims to develop critical thinking skills, empathy, and an appreciation for diversity and cultural differences. Historical instruction also seeks to promote civic engagement and social responsibility by encouraging students to analyze and evaluate historical events, ideas, and perspectives.
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何莹10.Teaching work Teaching is the most fundamental task of a school. Schools should provide students with reasonable educational plans and organize teachers to carry out systematic and comprehensive educational and teaching activities. In teaching work, schools should focus on optimizing the quality of education and teaching, and improving the level of education and teaching. Moral education work The moral education work in schools revolves around students, with the main purpose of cultivating their moral concepts and noble character, and comprehensively improving them in learning and life. Schools can carry out moral education work in areas such as class meetings, courses, and school-based courses. Through classroom teaching, subject competitions, and social practice, students can gain a deeper understanding of the current development status of the country and society, deepen their understanding of morality, rule of law, public morality, family, school, teacher-student relationships, and other aspects. They can set moral examples, promote advanced moral deeds, and guide students to transform positive and upward moral pursuits into action. Cultivate students with a correct spirit of learning, living, and exploration, as well as a positive attitude towards life. 11.Quality education emphasizes the comprehensive development of students in moral, intellectual, physical, and aesthetic aspects. To implement quality education, it is necessary to organically integrate moral education, intellectual education, physical education, aesthetic education, and other aspects in all aspects of educational activities. 12.It can cultivate patriotism and improve historical literacy.
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王圣佳Educational theories encompass a broad range of perspectives and ideas that inform how educators approach teaching and learning. Various educational theories have emerged over time, each with its own features and principles. Here are some common features that may be noted in educational theories: Philosophical Foundation: • Educational theories often have a philosophical foundation that guides their principles and practices. These philosophies may be based on idealism, pragmatism, constructivism, progressivism, or other philosophical frameworks. Goals and Objectives: • Educational theories define the goals and objectives of the teaching and learning process. They outline what educators aim to achieve in terms of student knowledge, skills, attitudes, and values. Learning Theories: • Educational theories incorporate learning theories that explain how students acquire knowledge. This may include behaviorism, cognitivism, constructivism, and socio-cultural theories, among others. Teaching Methods and Strategies: • Each educational theory prescribes specific teaching methods and strategies. These methods guide how educators deliver content, engage students, and facilitate learning experiences. -
田雪10.The two sides concerning the work in science in school are typically between those who advocate for a more traditional, rote learning approach and those who support a more inquiry-based, hands-on approach.11.The features of educational theory that may be noted include: Emphasis on individualized learning and student-centered instruction12.The aim of historical instruction is to help students understand the past, its significance, and its impact on the present and future. This includes: Developing an understanding of historical events, people, and ideas
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周嘉馨IO. The application and management of scientific research projects in schools are the foundation for conducting scientific research. Through project application and management, innovation and development of scientific research can be promoted. 11.In history work there is change from the story and biography form, from discussion of questions that arise, to the formulation of questions. Points about which difference of opinion is possible, matters upon which experience, reflection, etc., can be brought to bear, are always coming up in history. But to use the discussion to develop this matter of doubt and difference into a definite problem, to bring the child to feel just what the difficulty is, and then throw him upon his own resources in looking up material bearing upon the point, and upon his judgment in bringing it to bear, or getting a solution, is a marked intellectual advance.12.When history is conceived as dynamic, as moving, its economic and industrial aspects are emphasized. These are but technical terms which express the problem with which humanity is unceasingly engaged; how to live, how to master and use nature so as to make it tributary to the enrichment of human life. The great advances in civilization have come through those manifestations of intelligence which have lifted man from his precarious subjection to nature, and revealed to him how he may make its forces co-operate with his own purposes. The social world in which the child now lives is so rich and full that it is not easy to see how much it cost, how much effort and thought lie back of it.
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武文卓10.It sometimes seems to me that those who make these objections must live in quite another world. The world in which most of us live is a world in which everyone has a calling and occupation, something to do11.The play reproduction of the home life passes naturally on into a more extended and serious study of the larger social occupations upon which the home is dependent; while the continually increasing demands made upon the child’s own ability to plan and execute carry him over into more controlled use of attention upon more distinctively intellectual topics. It must not be forgotten that the readjustment needed to secure continuity between “kindergarten” and “first grade” work cannot be brought about wholly from the side of the latter. The school change must be as gradual and insensible as that in the growth of the child. This is impossible unless the subprimary work surrenders whatever isolates it, and hospitably welcomes whatever materials and resources will keep pace with the full development of the child’s powers, and thus keep him always prepared, ready, for the next work he has to do.12.The program is not presented as the only one meeting the problem, but as a contribution; the outcome, not of thought, but of considerable experimenting and shifting of subjects from year to year, to the problem of giving material which takes vital hold upon the child and at the same time leads on, step by step, to more thorough and accurate knowledge of both the principles and facts of social life, and makes a preparation for later specialized historic studies.
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宋正磊10.Scientific research project application and management. Output and publication of scientific research results. 11.Educational theory research has the following characteristics: abstract generality and indirectness; Diversity and uncertainty; Hierarchical; Advance and inheritance. 12.Through the study of history, students can master the important historical events in the process of historical development, obtain, discriminate and use historical materials, analyze, explain and demonstrate history realistically, and improve their historical thinking ability; Be able to sense and experience the historical situation, deepen the understanding of history. Master and apply the method of exploring history, learn to explain and judge the history and reality of human society dialectically and objectively; It can enhance the sense of identity and pride in the history and culture of the motherland, cultivate patriotic thoughts and feelings, strengthen the belief in socialism with Chinese characteristics, and practice the core values of socialism. It can further understand the basic trend of human society development. To understand the diversity of the world's historical development, understand and respect the cultural traditions of all countries, regions and ethnic groups in the world, learn from the fine achievements of human civilization, and form an open world consciousness. -
何文杰10.The application and management of scientific research projects in schools are the foundation for conducting scientific research. Through project application and management, innovation and development of scientific research can be promoted. The application for scientific research projects requires a detailed description of the research direction, research objectives, research methods, expected results, etc. At the same time, relevant materials such as budget and research plan need to be submitted. After successful application, project management is required, including organizing research teams, arranging research plans, tracking project progress, and ensuring the smooth completion of the project. The output of scientific research results and the output of published scientific research results are one of the important goals of scientific research work, which can reflect the academic level and influence of the school. The output of scientific research achievements includes research papers, patents, software, and products. 11.Educational theory has the characteristics of practicality, diversity, historicity, sociality, inheritance, and reference, as well as foresight and foresight. 12.Cultivate students' overall grasp of Chinese history. By studying Chinese history, students can understand the origin, development, and evolution of Chinese history, and be able to connect historical events and figures to form a comprehensive understanding of Chinese history. Cultivate students' ability to deeply understand historical events. China has a long and complex history, and students need to learn about the background, causes, and impacts of historical events through studying history courses, in order to cultivate their ability to deeply understand historical events. Cultivate the ability of students to apply historical knowledge to analyze and solve problems. History is an important basis for the development of human society. By studying history courses, students can cultivate the ability to analyze and solve historical problems, and improve their historical thinking ability.
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