refers to allowing students to directly perceive the learning object according to the needs of teaching activities. This principle is put forward in view of the contradiction between the theoretical knowledge such as words, concepts and principles and the things they represent in teaching.
(2) The heuristic principle
refers to fully mobilizing students' self-conscious enthusiasm in teaching, so that students can take the initiative to learn, so as to understand and master what they have learned. This principle is put forward to unify the leading role of teachers and the main position of students in teaching activities.
"Knowledge with leadership" is one of the characteristics of teaching activities. Without the leading role of teachers, it is impossible for primary school students to meet the requirements of society on their own. Teachers are mainly responsible for the completion of teaching tasks and the quality of teaching results. However, students are the main body of teaching activities, and the leading role of teachers is to stimulate students' curiosity and interest in learning, so that they can study voluntarily. Without this, it is impossible for students to truly master scientific knowledge, develop their intelligence, and mature and improve their attitudes and feelings.
(3) Systematic principle (step by step principle)
It means that teaching activities should be carried out continuously, coherently and systematically. This principle is put forward to deal with the complicated relationship among the order of teaching activities, the system of subject courses, the system of scientific theories and the law of students' development.
The above aspects have an impact on the teaching activities. Generally speaking, the subject curriculum system and the law of students' physical and mental development are the most important, and the order of teaching activities must be based on these two aspects and carried out continuously and coherently according to the requirements of these two aspects. At the same time, teachers should also understand the development and changes of scientific theory itself as the basis of curriculum, so as to arrange and handle teaching more consciously and make the order of teaching activities more scientific and reasonable.
(4) the principle of consolidation
refers to the continuous arrangement and special review in teaching, so that students can firmly grasp and preserve what they have learned. This principle is put forward to deal with the contradiction between acquiring new knowledge and keeping old knowledge in teaching.
Teaching activities are carried out continuously. Students should constantly learn and memorize new knowledge, while human memory and forgetting are two sides of the same thing. While learning new knowledge, they will inevitably forget the old knowledge. Therefore, it is necessary to carry out continuous consolidation work in teaching, so as to help students firmly master what they have learned through practice and review. The significance of consolidation lies not only in strengthening old knowledge, but also in learning new knowledge, because knowledge is internally related and old knowledge is the foundation of new knowledge. Humans have long noticed the value of consolidation for learning, and Confucius said, "Learn from the past and learn from the present" and "review the past and learn the new".
(5) The principle of ability (acceptability principle)
means that teaching activities should be suitable for students' development level. This principle is put forward to prevent the difficulty of teaching from being lower than or higher than the actual level of students.
Teaching activities should pay attention to efficiency. In the same time, the more students learn, the higher the teaching efficiency will be. However, the acquisition of teaching efficiency must be based on the law of students' physical and mental development. Without this foundation, not only the teaching efficiency itself is unreliable, but also the development of primary school students will have negative results. The difficulty of teaching exceeds the actual acceptance of students, so students can't really understand and master the knowledge they have learned, and various psychological functions can't be properly used and improved. The teaching difficulty is lower than the students' actual acceptance, so it is difficult for students to leave a deep impression on what they have learned because of lack of necessary attention and tension, and it is impossible to carry out valuable learning activities, which makes all aspects of development lose opportunities.
(6) The principle of unity of ideology and science
means that teaching should be conducted under the guidance of scientific methodology. This principle is put forward to unify the teaching of scientific knowledge with ideological and moral education.
The courses offered in primary schools are arranged according to the fundamental goal of education. Generally speaking, they are scientific and truthful, and the learning of these courses is bound to be positive and positive for the formation and development of students' ideological and moral character. However, for primary school students, it is not enough to play a role directly and automatically by relying entirely on the ideological and moral education value of scientific truth. It needs the guidance and excavation of educators to fully edify the educated, especially for primary school students whose rational and logical thinking ability is still in a very immature stage. In addition, educators' own political beliefs and moral cultivation will always be projected into teaching activities. If educators are different from the direction embodied in the curriculum in this respect, they may distort their value in ideological and moral education, so it is necessary to standardize teachers' teaching behavior through this principle.