General methods of teaching in elementary schools, including the kindergarten

목차 (Table of Contents)

• CONTENTS
• PART Ⅰ. FUNDAMENTAL POINTS OF VIEW
• CHAPTER Ⅰ INTRODUCTION TO ARTISTIC TEACHING
• Purpose = 3
• Teachers may become growing, enthusiastic artists = 4
• Main topics to be discussed = 7
• Bibliographical Notes = 11
• CHAPTER Ⅱ BROADENING PURPOSES OF ELEMENTARY-SCHOOL TEACHING
• Main points of the chapter = 12
• Necessary for teachers to understand purposes = 13
• Historical changes. From religion to complete living = 19
• Colonial purposes = 20
• Social changes since colonial period = 21
• Increasing happiness of multitudes becomes the aim of democratic education = 32
• Broader social aims = 35
• Detailed psychological aims = 45
• Bibliographical Notes = 51
• CHAPTER Ⅲ ECONOMY IN CLASSROOM MANAGEMENT
• Main points of the chapter = 53
• Teacher should avoid misdirected time and energy = 54
• Routinize mechanical aspects : use judgment in variable aspects = 54
• Reasoning and individuality may have the same place in a well-routinized school as in social life = 55
• Examples of extreme spontaneity and extreme repression = 56
• Begin right the first day = 62
• Varied seating and grouping of pupils = 64
• Routinized passing and marching = 67
• Handling materials : monitors = 68
• Physical conditions of the classroom = 71
• Maintaining good order = 74
• Bibliographical Notes = 83
• CHAPTER Ⅳ SELECTING SUBJECT MATTER
• SOCIAL AND RELATIVE VALUES : SCIENTIFIC BASIS
• Main points of the chapter = 84
• Ⅰ. ADAPTING SUBJECT MATTER TO VARYING SOCIAL NEEDS
• Reading : social change from oral reading to rapid silent reading = 86
• Adapting arithmetic to social needs. Obsolete and new topics = 95
• From religious-moral to civic-moral instruction = 96
• Social changes influencing kindergarten = 97
• Social point of view emphasized by sociologists = 99
• Ⅱ. DETERMINING THE RELATIVE VALUES OF TOPICS
• Spencer's classic discussion of relative values = 101
• Relative values in arithmetic = 102
• Spelling lists determined by scientific investigations of relative values = 104
• Ⅲ. CHARACTERISTICS OF SCIENTIFIC PROCEDURE IN SELECTING SUBJECT MATTER
• Scientific procedure contrasted with personal opinions = 107
• Illustrated by spelling investigations = 107
• Summary of characteristics of scientific investigations = 110
• Bibliographical Notes = 111
• CHAPTER Ⅴ ORGANIZING SUBJECT MATTER
• INTENSIVE STUDY : PSYCHOLOGICAL ORGANIZATION
• Main points of the chapter = 113
• Often textbooks determine organization above first grade = 114
• Ⅰ. INTENSIVE STUDY OF LARGE TOPICS VERSUS ENCYCLOPEDIC TENDENCIES
• In geography Older geography like a "crazy quilt" = 116
• Contrast modern fourth-grade geography = 117
• Large significant topics in which this teaching centers = 120
• History illustrates change to vivid comprehension of large issues = 122
• Kindergarten projects replace encyclopedia of trades = 125
• Intensive method focalizes large significant issues to be remembered = 128
• Ⅱ. ORGANIZATION IN TERMS OF THE LEARNER INSTEAD OF IN TERMS OF THE SUBJECT
• In history. Chronological organization = 131
• Children's ability to understand history = 131
• History course as adapted to children = 135
• From chronological to psychological organization in history = 140
• History of efforts to secure psychological organization = 141
• Rousseau said study childhood = 141
• Pestalozzi would psychologize teaching = 143
• "From simple to complex" led Pestalozzi astray : alphabet methods = 144
• Pestalozzi's alphabets based on subjects, not on childhood = 148
• James on how children learn = 149
• Subject matter, now psychologically organized, begins with wholes = 150
• Transition to Part Ⅱ : summary of Part Ⅰ = 154
• Bibliographical Notes = 156
• PART Ⅱ. LEARNING PROCESSES : GENERAL ASPECTS
• CHAPTER Ⅵ HOW CHILDREN LEARN : BY THEIR OWN RESPONSES
• THE DOCTRINE OF SELF-ACTIVITY
• Main points of the chapter = 157
• Relation to Part Ⅰ = 158
• Term "learning" has broad meaning = 158
• Self-activity of pupil, not the teacher's activity, educates him = 161
• Self-control, self-restraint, and inhibition are high forms of self-activity = 163
• Inner responses difficult to determine = 165
• Bibliographical Notes = 166
• CHAPTER Ⅶ BUILDING ON PUPILS' PAST EXPERIENCES
• THE DOCTRINE OF APPERCEPTION
• Main points of the chapter = 168
• Examples of responses to "bay," "Belgium," "abolition" = 169
• Words used as meaningless jingle = 170
• History of recognition of apperception : Rousseau = 175
• Well-intentioned Pestalozzians went astray = 175
• Kindergartens ascribed to children impossible abstract ideas = 177
• Home geography makes geographic ideas real = 182
• Bibliographical Notes = 188
• CHAPTER Ⅷ PUTTING PUPILS IN A FAVORABLE FRAME OF MIND
• THE DOCTRINE OF PREPARATION
• Main points of the chapter = 190
• Examples of the influence of mental backgrounds = 191
• Pupils' irrelevant answers illustrate influence of wrong line of thought = 192
• Teacher must prepare mental backgrounds = 194
• Bibliographical Notes = 199
• CHAPTER Ⅸ INTERESTS : THE BASIS OF ECONOMY IN LEARNING
• Main points of the chapter = 200
• Interest is a helpful attitude in learning = 201
• Illustrated by use of interest in adventure in teaching reading = 201
• Utilizing children's interests is a business proposition = 205
• Children's interests call forth spontaneous attention = 206
• Sugar-coating justified if it secures properly directed attention = 207
• Three questions in evaluating use of an instinctive interest = 209
• Illustrated by emulation = 209
• Important instincts used as basis of attention and interest = 214
• Older instinctive appeals = 215
• Other instinctive interests utilized recently = 216
• Children learn to work effectively through interesting activities = 242
• Bibliographical Notes = 245
• CHAPTER Ⅹ DRILL AND PRACTICE
• MAKING RESPONSES AUTOMATIC BY REPETITION
• Main points of the chapter = 247
• Examples of greatly improved technique in drill lessons = 248
• Examples introduce to principles of drill = 255
• Only correct practice makes perfect = 255
• Do not waste time on nonessential processes = 257
• Arouse zeal, interest, and concentration of attention = 258
• Use ready-made scientifically organized drill systems = 259
• Continue drill until precise standard scores are maintained = 261
• Give practice in using abstract forms in concrete situations = 262
• Is incidental drill as good as specific drill? = 264
• Specific drill especially needed with rich, enticing course of study = 266
• Bibliographical Notes = 267
• CHAPTER XI ADAPTING CLASS INSTRUCTION TO DIFFERENCES IN CAPACITY
• Main points of the chapter = 269
• Example. Great differences in capacity for learning to sing = 270
• Weak or slow pupils. Monotones not denied promotion = 273
• Contrast with regard to skill in fundamentals = 273
• Summary concerning individual teaching of weak pupils = 277
• Proficient pupils. Varied assignments = 279
• Administrative provisions for the fast and slow = 287
• Scientific, objective, precise studies of individual differences. Amounts of difference = 289
• Distribution of differences in ability = 297
• Causes of individual differences = 302
• Inborn, native capacity is an important factor = 302
• Idiots, imbeciles, and other feeble-minded = 303
• Genius and eminence = 305
• Galton's study of twins = 307
• Treat each pupil sympathetically = 307
• Improvability = 308
• Varied richness of human nature : important capacities = 310
• Programs of National Education Association = 318
• From Rousseau to Galton = 319
• Conclusion of discussion of individual differences = 320
• Bibliographical Note = 320
• CHAPTER XII PROJECT TEACHING : PUPILS PLANNING PRACTICAL ACTIVITIES
• Main points of the chapter = 324
• Definition = 324
• Examples = 324
• Values of practice in planning practical activities = 326
• Limitations of project teaching = 327
• Teacher's technique = 328
• Summary of Part Ⅱ = 329
• Conclusion of Parts Ⅰ and Ⅱ = 330
• Enlist for artistic teaching = 330
• INDEX = 331