教学是教师的教和学生的学所组成的一种人类特有的人才培养活动。通过这种活动，教师有目的、有计划、有组织地引导学生积极自觉地学习和加速掌握文化科学基础知识和基本技能，促进学生多方面素质全面提高，使他们成为社会所需要的人。
简单说来，教学就是教师“教学生学”。作为学生来讲，知识是重要的，但是比知识更重要的是获得知识的方法。
教学是学校实现教育目的、完成教育任务的基本途径。人类经过千百万年的反复尝试实践和理性选择，从前人摸索出来的多样的经验传授途径中筛选出几种最有利于学生身心发展的途径保留下来，如学校教学、课外活动，各种形式的劳动、学生集体组织的活动、社会公益活动、家庭活动等，成为现代教育中为学校教育活动广泛运用的途径，各种途径相互作用影响学生发展。在诸种途径中，教学是学校教育的基本途径，学校教育目的的贯彻落实和各种教育任务的完成主要是通过教学途径实现的。因为在各种途径中，教学的知识容量最大，计划性、系统性更强，活动的效果更明显，因而对学生全面发展和个性特长的发挥有更强的作用。
教学出现以来渐次形成的特殊作用是：
（1）教学以有目的、有计划、有组织的活动形式进行人类经验的传授，使教学活动有着良好的秩序和节奏，从而大大提高了教学的效率。各种教学规章制度的形成更规范了师生的教学行为，使教学活动免除了随意性和零散性，从而变成一种专业性很强的特殊活动。
（2）教学将传授的内容，经科学的选择，依据知识构成的逻辑顺序和学生获得知识的认知规律编成教材，作为学生认识世界的媒体。这比起学生自己选择，自发学习社会上散在的经验，无论其目标、内容、时间、效果都要优越得多。
（3）教学又是在教师的引导和精心安排的过程中进行的。它可以避免自学上的困难和反复的尝试错误过程。而且，教师又总是试图选择最优的方法去完成教育的任务，这就保证了学习者学习上的每一步都能够顺利地进行。
（4）教学所要实现的不仅仅是知识的传授，它要完成的任务始终是全方面的，既有知识的获得、智力的发展、能力的培养和提高，又有思想品德的完善、基本技能的形成、个性特长的发展等等，这种全面发展的实现只有教学才能做到。
教学的上述作用客观决定了学校工作以教学途径为主是学校教育客观规律的反映。学校工作以教学为主，即指教学是学校的主要的、中心的工作，在时间安排上以教学为主或教学占用的时间最多。学校工作必须以教学为主，首先是因为，以教学为主是学校教育工作的特点决定的。原始社会的教育是在社会生活和生产劳动过程中进行的，随着学校的产生，教学活动作为学校的独立活动，区别于在社会生活和生产劳动过程中的教育活动，并且是学校教育活动中的主要内容。以教学为主，从学校产生时起，便是学校教育工作的特点了。教学为主是学校同工、农、商等部门的根本区别，没有教学就没有学校。其次是因为，以教学为主是学生以学习间接经验为主决定的。学校的主要职能就是，使学生走捷径，尽快掌握人类已经积累起来的社会生活和生产劳动的经验，即学习间接经验。教学则是学生尽快掌握间接经验的捷径。学校工作若不以教学为主，如以生产劳动为主，学生便不可能尽快掌握人类已经积累起来的社会生活和生产劳动的经验。再次是因为，以教学为主是学校教育工作的历史经验的概括和总结。新中国成立以来，学校教育遵循以教学为主的规律，曾经进行三次大的调整，从而保证了教育质量，培养出了合格的人才。
第一次是1963年，把课外活动过多调整到以教学为主的轨道上来。此前，社会上各个部门都可以向学校指派任务，非教学活动过多，学生学习的知识不系统，为此发布《关于整顿中小学教学的指示》提出：教学工作是学校压倒一切的中心任务，教师的主要责任是做好教学工作，学生的主要任务是学好各门功课。这一次调整，保证了教育质量的提高，956年出现了第一次教育质量高峰。
第二次是1959年，把学校教育以生产劳动为主调整到以教学为主的轨道上来。针对1958年在贯彻教育与生产劳动相结合方针过程中，劳动过多的偏向，国务院于1959年6月发布《关于全日制学校的教学、劳动和生活安排的规定》规定了教学、劳动和生活时间的安排，纠正了以生产劳动为主的偏向。后来，虽然出现过把教学作为惟一途径，学生负担过重的现象，但是由于把以生产劳动为主调整到以教学为主的轨道上来，1966年出现了第二次教育质量高峰。
第三次是1976年，把以政治运动、以干代学为主调整到以教学为主的轨道上来。在“文化大革命 ”期间，以政治运动、以干代学为主代替了以教学为主，1976年粉碎“四人帮”之后，把学校教育调整到以教学为主的轨道上来，1977年大学恢复通过高考招生，尽管存在着片面追求升学率的现象，但是教育质量开始逐步提高。
教学作为现代学校教育实现教育目的、完成教育任务的基本途径，它的基本性体现在两个方面：其一是指教学要以完成智育任务为本，这是教育途径中，教学有别于其他途径的主要特点；其二，教学以完成智育任务为中心，不等于教学仅仅完成智育的任务。教学作为基本途径，它是各育共有的途径，因而也要完成德育、体育、美育等各育的任务。这些任务包括：向学生传授系统的科学知识，训练学生形成基本技能、技巧，发展学生的智力和能力。
培养学生具有坚定正确的政治方向、辩证唯物主义的世界观和共产主义的道德品质。
使学生身体正常发育，健康成长。
培养学生具有正确的审美观点和感受美、鉴赏美和创造美的知识和能力。
使学生掌握现代工农业生产的基本知识，学会使用基本生产工具的技能。
教学要高质量高效率地完成上述任务，一个至关重要的方面是必须遵循教学规律，处理好间接经验和直接经验相结合的关系，传授知识和提高思想觉悟的关系，传授知识和发展智力的关系，以及发挥教师的主导作用与调动学生积极性、自觉性的关系。
教学又是借助不同的形式实现的。到目前为止，我们在运用教学这一途径时可供我们选择的教学组织形式有：教学的基本形式--课堂教学；教学的辅助形式--现场教学和个别指导；教学的特殊形式--复式教学；教学的电化形式--多媒体教学。
教学的概念是从教学现象和教学实践抽象和概括出来的，教学的内涵也随着历史的发展而发展。因此对教学这一概念的厘定也不是一成不变的。但人类对教学的认识是有连续性的。回顾历史上对教学这一概念的解释对我们正确认识教学这一概念具有重要意义。
早在商朝，甲骨文中已经出现了“教”字，如“丁酉卜，其呼以多方小子小臣其教戒”①。甲骨文中也有了“学”字，如：“壬子卜，弗酒小求，学。”②通过甲骨文中的字形分析看，教是从学派生出来的。“教”和“学”最初都是独立的单字。最早将“教学”二字连为一词，据有人考证见于《书·商书·说命》。③“教学”二字建立联系成一个词，但这个词并没有专有的解释。
根据中国古代文献的记载，“教”有“教授、教诲、教化、告诫，令使等含义”④。《说文解字》中记载：“教，上所施，下所效也。”有人分析，“其‘施’就是操作、演示，即传授蓍占和龟卜；其‘效’就是模仿、仿效，即学习蓍占和龟卜”⑤。“教”、“学”还是被单独解释的。
“教学”一词在英文中有很多词可以表达。在英语世界与教学相对应的词有“teach”,“learn”,“instruct”，以及 “teach and learn”。
根据胡森主编的《国际教育百科全书》中的解释：learn来自中世纪英语中lernen一词，意思是“学”和“教”。Lernen的词干是lar, lar是lore的一个词根。Lore原来的意思是学习和教导，现在常用来指所教的内容。也就是说我们可以说learnt 和teach是由同一词源派生出来的。“teach”一词还有另一种派生形式。它源自古英语中的taecan一词，taecan又是从taikjan一词派生来的。Taikjan的词根是teik，意思是“说明”。Teik通过前条顿语可以一直追溯到梵文的dic。Teach这个词与token（意为“信号”或“符号”）也有关系。Token一词源自古条顿语的taiknom。这个词与taikjan(后来成为古英语的taecan)同源，意思是“教”。所以，token和teach这两个词在历史上是有联系的。从这个词源看，“教”的意思就是通过信号或符号引起别人对事物、人物、观察和研究的结果等做出反应。由这种派生关系看，teach同进行教学的中介有关。
teach和instruct二词也有区别，teach常与教师的行为有联系，作为一种活动；而instruct常常与教学情境有关系，强调教学过程。正因为此，经常有人认为，不能仅用teach一个词来对应教学，而应该用teach and learn，以同时强调教师的教和学生的学。
然而值得指出的是，与汉语中的“教”源自于“学”有所不同，英文中teach和learn是同一词源派生出来的。
Teaching teachers to teach and students learn and formed a human-specific personnel training activities. Through such activities, teachers have the purpose, planned and organized to lead students to consciously grasp the cultural and scientific learning and accelerate the basic knowledge and basic skills, Cujin various quality and comprehensively Tigao students, enabling them to become community in need.
Simply put, teaching the teachers "teaching school." As a student speaking, knowledge is important, but more important than knowledge is the way to knowledge.
Teaching gradually formed since the emergence of the special role is:
(1) Teaching with a purpose, planned, organized activities form the teaching of human experience, so that teaching has a good order and rhythm, thus greatly improving the efficiency of teaching. The formation of a variety of teaching rules and regulations to standardize the teaching behavior of teachers and students to make teaching eliminates arbitrary and fragmented, thus becoming a highly professional special events.
(2) teaching to impart, through the choice of science, constitute a logical sequence based on knowledge and knowledge of the cognitive law students compiled teaching materials, as the students understanding of the world's media. This compared with students of their choice, self-learning experience scattered community, regardless of their objectives, content, time, results should be superior.
(3) teaching is the teacher's guidance and thoughtfulness of the process carried out. It's difficult to avoid the self-study and repeated trial and error process. Moreover, the teacher is always trying to choose the best method to accomplish the task of education, which ensure the learner's learning every step can be carried out smoothly.
(4) teaching to be achieved not only imparting knowledge, it is always the task at all aspects of both knowledge acquisition, intellectual development, ability to cultivate and improve, but also ideological and moral perfection, basic skills formation, personal skills development, etc., this is only the realization of comprehensive development of teaching can.
The role of teaching in schools working to objectively determine the way of teaching is mainly a reflection of the objective law school education. Working with teachers from the school, referring to the main school teaching, the center's work arrangements in time to take up teaching or teaching-based time up. Schools must rely mainly on teaching, first, because the teaching is the main characteristics of school education decisions. Primitive society, education is in the process of social life and productive work carried out, with the production of the school, teaching activities as the school's independent activities, as distinct from social life and productive labor in the process of education and school education activities The main content. Mainly on teaching, since they arise from the schools that had characterized the work of school education. Teachers from schools with engineering, agriculture, business and other departments of the fundamental differences, there is no school without teaching. Secondly, because, based on teaching experience for students to learn mainly indirect decision. The main function of schools is to enable students to take shortcuts, as soon as possible to grasp human society has accumulated the experience of living and productive labor, that is indirectly learning experience. Teaching the students master the indirect experience as soon as possible shortcut. If school work mainly on teaching, such as the production of labor-intensive, the students will not be able to obtain human society has accumulated the experience of living and productive labor. Again because, mainly on teaching the history of the school education experience in general and summarized. Since the founding of the school-based education to follow the laws of teaching, has conducted three major adjustments in order to ensure the quality of education, train qualified personnel.
The first was in 1963, the extra-curricular activities too much to adjust to the teaching-oriented track. Earlier, People from all sectors of the school can assign tasks, too many non-teaching activities, students learn knowledge is not the system, this release, "Guan Yu rectify primary and middle school instruction," put forward: teaching is the central task of overriding the school, Teacher's primary responsibility is to do a good job teaching the students the main task is to learn various subjects. This time adjustment, to ensure improvement in the quality of education, 956 appeared for the first time the quality of education summit.
The second time was in 1959, the school production of labor-based adjustments to the teaching-oriented track. For implementation in 1958 combining education with productive labor policy process, working too much bias, the State Council issued in June 1959 "on full-time teaching in schools, work and living arrangements of the provision" provides teaching, working and living timing, to correct the bias in the production of labor-intensive. Later, though there have been the only way to teaching as the students overburdened phenomenon, but mainly due to the production of labor-based adjustments to the teaching track, appeared in 1966, the second peak in the quality of education.
The third time was in 1976, the political campaign to dry on behalf of the school-based adjustment to the teaching-oriented track. In the "Cultural Revolution" period, to a political campaign to dry on behalf of the school-based instead of mainly on teaching, 1976 smashing of the "Gang of Four", the adjustment to the school of education to teaching-track recovery in 1977 by the University of College Entrance Examination, despite the rate of one-sided pursuit of further studies the phenomenon, but gradually improve the quality of education.
Teaching as a modern school education to achieve the aims of education, basic ways to complete the task of education, its basic nature is reflected in two aspects: one is to complete the intellectual task of teaching to be based, which means in education, teaching different from other means the main features; Second, the task of teaching to complete the intellectual center, complete intellectual education is not equal to the task of teaching only. Teaching as a basic way, it is common to all sports channels, which have complete moral, physical, aesthetic and other education task. These tasks include: to teach students a system of scientific knowledge, students develop basic skills training, skills, intellectual development and ability of students.
Students with a firm and correct political orientation, dialectical materialism of the communist world outlook and moral qualities.
Normal development of the students body, healthy growth.
Students have the right aesthetic point of view and feelings, appreciate and create beauty, knowledge and ability.
Enable students to master the basic knowledge of modern industrial and agricultural production, learn how to use the basic means of production skills.
Teaching quality and efficient completion of these tasks, a critical aspect must follow the teaching of law, deal with indirect and direct experience with combined experience of the relationship between the imparting of knowledge and raise their political consciousness of the relationship, imparting knowledge and Intelligence Development relations, and teachers play a leading role in mobilizing the students with enthusiasm, awareness of the relationship.
Teaching is achieved through different forms. So far, we use the time available for teaching the way we choose the form of teaching organization: the basic form of teaching - teaching; teaching aid form - on-site instruction and individual guidance; teaching special form - double teaching; teaching of electro-chemical form - multi-media teaching.
The concept of teaching and teaching practice of teaching abstract phenomena and the general out of the teaching of the connotation of development with the development of history. Therefore, the determination of the concept of teaching is not static. However, the teaching of human knowledge is continuous. Recalling the history of the concept of teaching a correct understanding of our teaching to explain the concept of great significance.
Early in the Shang Dynasty oracle bones have been there "to teach" character, such as "Ding-Pu, the calls to quit over Fangxiao Zi Xiaochen their religion" ①. Oracle also has a "P", such as: "Prince Pu, Ephesians wine small demand, learning." ② by Oracle in the shape of view, teaching that comes from the school. "Teaching" and "learning" the first words are independent. The first will be "teaching" the word with the word, according to some research found "the book that booksellers life." ③ "teaching" the word links into a word, but the word is not exclusive explanation.
According to records in ancient Chinese literature, "teaching" with "professors, teaching, educate, warn, that so and so meaning" ④. "Shuo Wen Jie Zi" records: "teaching, on the facilities, followed by the inferiors." Some of "the 'Shi' is the operation, demonstration, or to teach accounting and tortoise Achillea Bu; its 'efficiency' is the imitation follow, that is, learning Achillea accounting and tortoise BU "⑤. "Education", "learning" or be a separate explanation.
"Teaching" is in English, many words can express. And teaching in the English word corresponding to a "teach", "learn", "instruct", and "teach and learn".
According to Husen editor of "Encyclopedia of International Education" in the explanation: learn the word from the Middle English lernen, meaning "learning" and "religion." Lernen the stem is lar, lar is the lore of a root. Lore originally intended to study and teach, now commonly used to refer to the content being taught. In other words we can say that learnt and teach is derived from the same etymology. "Teach" There is another word derived form. It is from Old English taecan word, taecan word is derived from the taikjan come. Taikjan the root is teik, meaning "explanation." Teik by former Teutonic language can be traced back to Sanskrit dic. Teach the word and the token (meaning "signal" or "symbol") is also a relationship. Token word from the ancient Teutonic language taiknom. The words and taikjan (later became the Old English taecan) homologous, meaning "to teach." Therefore, token, and teach the history of the two terms are in contact. From the etymology of view, "teaching" means caused by other signals or symbols of things, people, observations and results of the study to respond. Derived from the relationship of this view, teach the same teaching of the intermediary.
teach and instruct two words have different, teach behavior often associated with teachers as an activity; and instruct often has a relationship with the teaching situation, emphasizing the teaching process. Because of this, is often thought that, not only teach one word corresponds to teaching, but should teach and learn, to also stressed that teachers learn to teach and students.
It is worth noting that, with the Chinese character "education" comes from "learning" is different in English, teach and learn the same etymology is derived.
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