About educational modeling

Regarding the modeling of education

Regarding the modeling of education, education is of great significance to us, and educational concepts have a great influence. Educational concepts have different effects on our methods and desires. The following will share information about educational modeling. Regarding education modelization 1

Since the launch of the theme education of "Practice the spirit of the precepts and undertake the sacred mission", the Forest Fire Fighting Corps of the Inner Mongolia Autonomous Region has closely followed the current ideological reality and educational status of the team, and actively used "focused tutoring and strengthening, small The "Five Modernizations" education model has carried out the first thematic education activities of thematic education and achieved phased results.

The corps held a party committee meeting to make arrangements

In the process of centralized guidance and strengthening, the corps organs unified the deployment of educational tasks, generally grasped the pace of education, and guided each unit to promote thematic education and "big learning" "The activities are combined to solve the ideological problems of commanders and soldiers and the major practical problems in transforming to become more capable and fulfilling their missions. A member of the Standing Committee of the Party Committee of the corps and an outstanding grassroots political cadre are arranged to provide unified large-class tutoring and small-class lectures. It effectively integrates high-quality educational resources and improves educational effectiveness.

Research and Promotion Measures of the Political Department

In the process of refining the small lectures, the general principles will be cracked around the hot and difficult issues that commanders and soldiers are concerned about. Organizing small lectures on six small topics, the Tongliao City detachment used methods such as situation analysis, personal experience, and family-team dialogue to advocate that everyone pose problems, distinguish right from wrong, and talk about the truth, making the educational activities more in-depth and practical. The Hulunbuir City detachment uses heuristic, discussion-based, topic-based, and interactive education methods to conduct small lectures in an easy-to-understand manner, so that officers and soldiers can understand, remember, understand deeply, use well, and eliminate doubts about basic concepts. Confusion and vague awareness.

Refined small class lectures

During the process of class discussion and digestion, around the topic content and the ideological reality of the commanders and soldiers, 8 scientific topics were set up so that the commanders and soldiers can touch, touch, and have something to say. Small topics were discussed and analyzed in squad units. The Xing'an League and Xilingol League detachments held large discussions around the themes of "How to purify the true nature of loyalty in fulfilling missions" and "What changes have I made after the transformation?" and launched group analysis of commanders and soldiers. Group discussions, group research and group strategies are used to achieve the purpose of clarifying the fog, unifying thoughts and forming political consciousness.

Class discussion and digestion

In the process of internalizing personal understanding, focus on using ideological and moral cultivation and improvement of thinking and cognitive level to test the effectiveness of education. The Chifeng City detachment has opened an education column on the information network, publishing learning materials, educational trends, learning experiences, etc. in the column to encourage commanders and soldiers to learn new concepts, new thoughts, and new judgments independently, stimulate learning enthusiasm, improve theoretical literacy, and lay the foundation for internalization .

The Hulunbuir City detachment uses camp broadcasts, window posters, light box slogans, etc. to create a healthy and progressive political and cultural environment, so that the officers and soldiers can be inspired by what they hear and see.

Internalization of personal understanding

In the process of job transformation, guide officers and soldiers to be role models on the job and role models in emergencies. The Daxinganling detachment shouted the slogan "I will keep my responsibilities in mind, I will always stick to my post, and please feel free to complete the task" and successfully completed the preparation tasks for the "Tackling Tough 2020" fire-fighting exercise.

The Chifeng City and Xilingol League detachments closely followed the theme of "Practice" and extended the theme education to the front lines of the fire scene. They carried out "Learning the words, shouldering the mission, and remembering the original intention" on the front line of fighting the forest fires in Wutai Mountain and Yushe, Shanxi. "The activity strengthened the officers and men's sense of responsibility and mission in carrying out fire-fighting tasks, strengthened their confidence and determination to fight and win, and provided a strong ideological guarantee for the successful completion of fire-fighting tasks.

Transformation of job practice

In the next step, the Corps will continue to apply the "five modernizations" education model in thematic education, and transform the political enthusiasm for learning and implementing the spirit of precepts into the overall The inexhaustible motivation to start again and create new achievements has been transformed into practical actions to promote the transformation and innovative development of the team. With a high degree of political consciousness and mission, we strive to create a new situation in the construction and development of the team.

Regarding education modeling 2

1. Basic concepts

Babanski’s "teaching process optimization" is composed of two concepts: "teaching process" and "optimization" . He believes that the teaching process is a system composed of six basic elements: purpose, stimulation-motivation, teaching content, operation-activity, inspection-adjustment, and effect-evaluation. His "optimization" refers to "the best from a certain standard for the existing conditions and the actual possibilities of students and teachers at the time."

Therefore, "optimization is always relative, because it does not provide an ideal, absolute decision." It is just a step in seeking an ideal solution to guide the teaching process. Therefore, Babanski's optimization of the teaching process does not require every subject to reach the optimal standard, but to choose an ideal plan to guide the teaching process based on the actual situation. But does the idea of ????optimizing the teaching process mean that there is no need for "standards"? No.

2. Basic standards

In order to seek the optimal teaching plan, there must be a clear standard. To evaluate the optimality of all possible solutions. To this end, he proposed two criteria: effect and time consumption. Effectiveness standards refer to different evaluation standards for different schools and classes on the premise that students reach the level specified by the state.

The evaluation of the effect must be comprehensively measured from the three aspects of upbringing, education and development, and cannot be limited to students' academic performance. Time standards refer to “the number of hours that both teachers and students adhere to regarding classroom instruction and homework.” The above two standards are interrelated and unified. The evaluation of the teaching process is to see whether students have achieved the maximum possible effect of upbringing, education and development in the shortest possible time.

3. Optimization of teaching methods

Optimizing teaching methods is one of the core parts of optimizing the teaching process. Babanski divided teaching methods into three major categories: first, methods of organizing learning and understanding activities; second, methods of stimulating learning and forming learning motivation; third, methods of checking and self-checking teaching effects.

Various methods must be used together. The basic requirements for the preferred teaching method are:

(1) The basic tasks of classroom teaching must be considered;

(2) Must Consider the characteristics of the teaching material content, such as key points, difficulties, etc.;

(3) The possibility of students accepting the teaching plan must be considered;

(4) The teacher’s own characteristics should be considered to Specialties in some areas make up for deficiencies in other areas;

(5) Specific teaching conditions should be considered, and the optimal teaching method should be selected through comparative analysis.

IV. Summary

In summary, Babanski’s teaching process optimization does not require all subjects to reach optimal standards, but it is not without standards. Requirements, the "optimization" expressed in it is to select the method that best meets the teaching conditions for teaching based on the actual situation. It is a relative concept, not an absolute "optimal" standard.