Essentials of methods : a discussion of the essential from of right methods in techning

목차 (Table of Contents)

• CONTENTS
• PART Ⅰ. PSYCHOLOGICAL BASIS.
• CHAPTER Ⅰ.
• THE INDIVIDUAL NOTION.
• 1. FORMATION AND SIGNIFICANCE OF THE INDIVIDUAL NOTION = 13
• 2. EXTENSION OF THIS TERM TO APPLY TO THE PRODUCT OF INTERNAL PERCEPTION = 15
• THE GENERAL NOTION.
• 3. LANGUAGE REVEALS THE NATURE OF THOUGHT - A STUDY OF THE NOUN - THE COMMON NOUN EXPRESSES THE GENERAL NOTION - EXTENT OF THE NOUN(NOTION) = 18
• 4. CONTENT OF THE NOUN(NOTION) - RELATION OF CONTENT AND EXTENT - PSYCHOLOGICAL vs. LOGICAL VIEW - How CHILDREN FORM GENERAL NOTIONS = 19
• 5. A GENERAL NOTION CANNOT BE IMAGED - A SCHEME FOR THE FORMATION OF INDIVIDUAL IMAGES - EXPRESSED IN A DEFINITION = 21
• 6. EXTENSION OF TERM GENERAL NOTION TO APPLY TO ANY GENERAL TRUTH, WHETHER EXPRESSED IN A DEFINITION, A LAW, A RULE, A PRINCIPLE, OR A MORAL MAXIM = 22
• CHAPTER Ⅱ. APPERCEPTION ; OR, THE ASSIMILATION OF KNOWLEDGE.
• 7. A POPULAR VIEW OF APPERCEPTION = 24
• 8. APPERCEPTION IMPLIED IN COMMON MENTAL PROCESSES = 28
• 9. SCIENTIFIC VIEW OF APPERCEPTION = 33
• 10. RELATION OF APPERCEPTION TO THE ASSOCIATION OF IDEAS = 37
• 11. PSYCHOLOGICAL NATURE OF APPERCEPTION EX-PLAINED FROM\THE STANDPOINT OF THE JUDGMENT = 41
• PART Ⅱ. NECESSARY STAGES OF RATIONAL METHODS.
• CHAPTER Ⅲ.
• APPERCEPTION OF INDIVIDUAL NOTIONS.
• 12. MOTIVES FOR THE STUDY OF THE CONDITIONS OF APPERCEPTION = 45
• 13. NATIVE SPONTANEITY OF MIND INADEQUATE - AFUNCTION OF THE TEACHER TO PREP ARE THE MIND FOR RAPID AND EFFICIENT ASSIMILATION OF NEW KNOWLEDGE = 45
• 14. Two KINDS OF ACTIVITY ON THE PART OF THE TEACHER : (1) PREPARATION (2) PRESENTATION = 46
• PREPARATION.
• 15. DEFINITION OF PREPARATION = 46
• 16. RELATION OF PREPARATION TO THE ANALYTICAL JUDGMENT = 46
• 17. KIND AND PLACE OF PREPARATION - MAIN POINTS TO BE OBSERVED IN PREPARATION = 47
• 18. RELATION OF PRESENTATION TO THE SYNTHETICAL JUDGMENT = 51
• 19. POINTS INVOLVED IN PRESENTATION, BUT NOT HERE DEVELOPED, SUCH AS THE ARRANGEMENT OF THE CURRICULUM ACCORDING TO THE HISTORICAL STAGES OF CULTURE, AND TO CONCENTRATION = 52
• LAW OF SUCCESSIVE CLEARNESS.
• 20. EXPLANATION OF THIS LAW = 53
• 21. CLEAR APPREHENSION OF INDIVIDUAL FACTS OF THE LESSON, AND THEN THEIR SYNTHESIS - "STEP BY STEP" = 55
• 22. ILLUSTRATIONS = 56
• THE SERIES.
• 23. How THE SERIES ARISES FROM TIME CONDITIONS - ILLUSTRATION OF A MECHANICAL SERIES - REMEMBERING THE SERIES = 57
• 24. BREAKING V8. EXTENDING THE SERIES = 58
• 25. TIME AND ATTENTION THE CONDITIONS FOR FIXING THE SERIES IN MEMORY = 60
• CHAPTER Ⅳ. TRANSITION FROM INDIVIDUAL TO GENERAL NOTIONS.
• GENERAL VIEW.
• 26. NECESSITY OF GENERALIZATION - ILLUSTRATIONS - LESSING QUOTED = 61
• 27. SIMULTANEITY OF NOTIONS IN CONSCIOUSNESS NECESSARY TO THE FORMATION OF THE GENERAL NOTION = 64
• 28. PURE TIME ASSOCIATIONS V8. LOGICAL ASSOCIATION = 64
• 29. COMPARISON OF INDIVIDUAL NOTIONS - THOUGHT, NOT IMAGINATION, THE SUBJECT OF INVESTIGATION = 65
• 30. PROCESS INVOLVED IN COMPARISON OF NOTIONS PRESENT TO CONSCIOUSNESS - How DO NEW CLASSES ARISE, OR WHAT IS THE NATURE OF INDUCTION? = 65
• 31. DR. W. T. HARRIS'S EXPLANATION - NEW LIGHT ON APPERCEPTION = 66
• 32. NOUNS EXPRESS GENERAL NOTIONS - THE MAXIM, "FIRST THE IDEA, THEN THE WORD," EXAMINED = 74
• 33. PROGRESS FROM INDIVIDUAL TO GENERAL NOTIONS NECESSARY AT ALL STAGES OF SCHOOL LIFE - A GREAT PROBLEM IN PEDAGOGICS. - PESTALOZ-ZI'S VIEW - EDUCATIONAL MOVEMENTS VIBRATE BETWEEN UNDERIVED GENERALS AND UN GENERALIZED PARTICULARS - THE GOLDEN MEAN = 76
• SPECIFIC CONSIDERATIONS.
• 34. A DISTINCTION NEEDFUL BETWEEN MATHEMATICAL AND NON-MATHEMATICAL GENERALIZATIONS = 78
• 35. A PRIORI NATURE OF MATHEMATICAL TRUTHS - ILLUSTRATIONS ENABLE THE MIND TO GRASP THEM = 78
• 36. GENERAL NOTIONS PERTAINING TO EXTERNAL NATURE - ILLUSTBATIONS = 80
• 37. How TO GENERALIZE IN POLITICAL, SOCIAL, OR ETHI-CAL MATTERS = 81
• 38. ESTHETIC AND RELIGIOUS GENERALIZATIONS = 82
• CHAPTER Ⅴ. THE RETURN FROM GENERAL TO INDIVIDUAL NOTIONS.
• 39. THIS THE THIRD GRAND STAGE OF METHODS - LANGE AND PESTALOZZI QUOTED = 84
• 40. KANT'S DICTUM - KNOWLEDGE MUST HAVE A FULL, RICH CONTENT. - THIS IS GAINED BY THE PERSISTENT APPLICATION OF GENERALS. = 85
• 41. APPLICATION SECURES PERMANENCY TO GENERALIZA-TIONS = 86
• 42. BEARING OF APPLICATION OF GENERALS TO PRACTI-CAL AFFAIRS OF LIFE = 86
• 43. CO-ORDINATION OF KNOWLEDGE SECURED BY A CON-STANT RETURN FROM GENERAL TO INDIVIDUAL NOTIONS = 87
• 44. CRITIQUE OF CUSTOMARY METHODS OF TEACHING THE VARIOUS SCHOOL STUDIES, IN THE LIGHT OF FORE-GOING EXPOSITION OF THE ESSENTIAL FORM OF RIGHT METHODS. = 88
• CHAPTER Ⅵ. ADDITIONAL CONSIDERATIONS.
• METHOD-WHOLES.
• 45. PROPER SUBDIVISION OF SUBJECT-MATTER - PRINCIPLES IN ACCORDANCE WITH WHICH THIS MUST BE DONE = 92
• RELATION OF SO-CALLED "METHODS" TO THE ESSENTIAL FOBMS.
• 46. METHODS OF INSTRUCTION MAY BE REGARDED FROM THREE STANDPOINTS : (1) THE LEARNER, (2) THE MATTER TAUGHT, AND (3) THE TEACHER - FORMS OF THOUGHT, - THE NOTION, THE JUDGMENT, THE SYLLOGISM, - HENCE THREE KINDS OF METHODS : EXPLICATION, PREDICATION, DEMONSTRATION - METHODS WITH REGARD TO MATTER TAUGHT : ANALYTICAL, SYNTHETICAL ; WITH REGARD TO TEACHER : THE MONOLOGUE, THE DIALOGUE = 94
• PART Ⅲ. PRACTICAL ILLUSTRATIONS.
• CHAPTER Ⅶ.
• 47. INTRODUCTORY SUMMARY = 97
• LANGUAGE.
• 48. ORAL LANGUAGE-LESSON FOR FIRST GRADE : THE WREN AND THE BEAR = 97
• 49. ORAL LANGUAGE-LESSON FOR SECOND OR THIRD GRADE : THE SHIPWRECK(ADAPTED FROM "ROBINSON CRUSOE") = 102
• 50. ORAL LANGUAGE-LESSON FOR THIRD OR FOURTH GRADE : PARIS AND HELEN (ADAPTED FROM THE ILIAD) = 106
• 51. A LESSON IN GRAMMAR: WHAT ARE THE ESSEN-TIAL ELEMENTS OF A SENTENCE? = 110
• 52. A LESSON IN ADVANCED GRAMMAR : NATURE AND USE OF THE ADJECTIVE = 112
• ARITHMETIC.
• 53. NUMBER-LESSON FOR THE FIRST GRADE : THE NUM-BER THREE, ADDITION AND SUBTRACTION = 117
• 54. FOURTH-GRADE ARITHMETIC-LESSON : To MULTIPLY A FRACTION BY AN INTEGER = 121
• READING.
• 55. TREATMENT OF A READING-LESSON IN LOWER AND MIDDLE CLASSES = 123
• 56. GENERAL PLAN FOR MEMORIZING IN THE LOWER CLASSES = 124
• 57. A MODEL EXERCISE. -EXCELSIOR = 125
• GEOGRAPHY.
• 58. GEOGRAPHY FOUNDED ON ACTUAL OBSERVATION BY THE CHILDREN = 129
• HISTORY.
• 59. COURSE OF AN ORAL HISTORY-LESSON IN MIDDLE AND LOWER CLASSES = 135