教學是教師的教和學生的學所組成的一種人類特有的人才培養活動。通過這種活動，教師有目的、有計劃、有組織地引導學生積極自覺地學習和加速掌握文化科學基礎知識和基本技能，促進學生多方面素質全面提高，使他們成為社會所需要的人。
簡單說來，教學就是教師“教學生學”。作為學生來講，知識是重要的，但是比知識更重要的是獲得知識的方法。
教學是學校實現教育目的、完成教育任務的基本途徑。人類經過千百萬年的反復嘗試實踐和理性選擇，從前人摸索出來的多樣的經驗傳授途徑中篩選出幾種最有利於學生身心發展的途徑保留下來，如學校教學、課外活動，各種形式的勞動、學生集體組織的活動、社會公益活動、家庭活動等，成為現代教育中為學校教育活動廣泛運用的途徑，各種途徑相互作用影響學生發展。在諸種途徑中，教學是學校教育的基本途徑，學校教育目的的貫徹落實和各種教育任務的完成主要是通過教學途徑實現的。因為在各種途徑中，教學的知識容量最大，計劃性、係統性更強，活動的效果更明顯，因而對學生全面發展和個性特長的發揮有更強的作用。
教學出現以來漸次形成的特殊作用是：
（1）教學以有目的、有計劃、有組織的活動形式進行人類經驗的傳授，使教學活動有着良好的秩序和節奏，從而大大提高了教學的效率。各種教學規章制度的形成更規範了師生的教學行為，使教學活動免除了隨意性和零散性，從而變成一種專業性很強的特殊活動。
（2）教學將傳授的內容，經科學的選擇，依據知識構成的邏輯順序和學生獲得知識的認知規律編成教材，作為學生認識世界的媒體。這比起學生自己選擇，自發學習社會上散在的經驗，無論其目標、內容、時間、效果都要優越得多。
（3）教學又是在教師的引導和精心安排的過程中進行的。它可以避免自學上的睏難和反復的嘗試錯誤過程。而且，教師又總是試圖選擇最優的方法去完成教育的任務，這就保證了學習者學習上的每一步都能夠順利地進行。
（4）教學所要實現的不僅僅是知識的傳授，它要完成的任務始終是全方面的，既有知識的獲得、智力的發展、能力的培養和提高，又有思想品德的完善、基本技能的形成、個性特長的發展等等，這種全面發展的實現衹有教學才能做到。
教學的上述作用客觀决定了學校工作以教學途徑為主是學校教育客觀規律的反映。學校工作以教學為主，即指教學是學校的主要的、中心的工作，在時間安排上以教學為主或教學占用的時間最多。學校工作必須以教學為主，首先是因為，以教學為主是學校教育工作的特點决定的。原始社會的教育是在社會生活和生産勞動過程中進行的，隨着學校的産生，教學活動作為學校的獨立活動，區別於在社會生活和生産勞動過程中的教育活動，並且是學校教育活動中的主要內容。以教學為主，從學校産生時起，便是學校教育工作的特點了。教學為主是學校同工、農、商等部門的根本區別，沒有教學就沒有學校。其次是因為，以教學為主是學生以學習間接經驗為主决定的。學校的主要職能就是，使學生走捷徑，盡快掌握人類已經積纍起來的社會生活和生産勞動的經驗，即學習間接經驗。教學則是學生盡快掌握間接經驗的捷徑。學校工作若不以教學為主，如以生産勞動為主，學生便不可能盡快掌握人類已經積纍起來的社會生活和生産勞動的經驗。再次是因為，以教學為主是學校教育工作的歷史經驗的概括和總結。新中國成立以來，學校教育遵循以教學為主的規律，曾經進行三次大的調整，從而保證了教育質量，培養出了合格的人才。
第一次是1963年，把課外活動過多調整到以教學為主的軌道上來。此前，社會上各個部門都可以嚮學校指派任務，非教學活動過多，學生學習的知識不係統，為此發佈《關於整頓中小學教學的指示》提出：教學工作是學校壓倒一切的中心任務，教師的主要責任是做好教學工作，學生的主要任務是學好各門功課。這一次調整，保證了教育質量的提高，956年出現了第一次教育質量高峰。
第二次是1959年，把學校教育以生産勞動為主調整到以教學為主的軌道上來。針對1958年在貫徹教育與生産勞動相結合方針過程中，勞動過多的偏嚮，國務院於1959年6月發佈《關於全日製學校的教學、勞動和生活安排的規定》規定了教學、勞動和生活時間的安排，糾正了以生産勞動為主的偏嚮。後來，雖然出現過把教學作為惟一途徑，學生負擔過重的現象，但是由於把以生産勞動為主調整到以教學為主的軌道上來，1966年出現了第二次教育質量高峰。
第三次是1976年，把以政治運動、以幹代學為主調整到以教學為主的軌道上來。在“文化大革命 ”期間，以政治運動、以幹代學為主代替了以教學為主，1976年粉碎“四人幫”之後，把學校教育調整到以教學為主的軌道上來，1977年大學恢復通過高考招生，儘管存在着片面追求升學率的現象，但是教育質量開始逐步提高。
教學作為現代學校教育實現教育目的、完成教育任務的基本途徑，它的基本性體現在兩個方面：其一是指教學要以完成智育任務為本，這是教育途徑中，教學有別於其他途徑的主要特點；其二，教學以完成智育任務為中心，不等於教學僅僅完成智育的任務。教學作為基本途徑，它是各育共有的途徑，因而也要完成德育、體育、美育等各育的任務。這些任務包括：嚮學生傳授係統的科學知識，訓練學生形成基本技能、技巧，發展學生的智力和能力。
培養學生具有堅定正確的政治方向、辯證唯物主義的世界觀和共産主義的道德品質。
使學生身體正常發育，健康成長。
培養學生具有正確的審美觀點和感受美、鑒賞美和創造美的知識和能力。
使學生掌握現代工農業生産的基本知識，學會使用基本生産工具的技能。
教學要高質量高效率地完成上述任務，一個至關重要的方面是必須遵循教學規律，處理好間接經驗和直接經驗相結合的關係，傳授知識和提高思想覺悟的關係，傳授知識和發展智力的關係，以及發揮教師的主導作用與調動學生積極性、自覺性的關係。
教學又是藉助不同的形式實現的。到目前為止，我們在運用教學這一途徑時可供我們選擇的教學組織形式有：教學的基本形式--課堂教學；教學的輔助形式--現場教學和個別指導；教學的特殊形式--復式教學；教學的電化形式--多媒體教學。
教學的概念是從教學現象和教學實踐抽象和概括出來的，教學的內涵也隨着歷史的發展而發展。因此對教學這一概念的釐定也不是一成不變的。但人類對教學的認識是有連續性的。回顧歷史上對教學這一概念的解釋對我們正確認識教學這一概念具有重要意義。
早在商朝，甲骨文中已經出現了“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“學”字，如：“壬子卜，弗酒小求，學。”②通過甲骨文中的字形分析看，教是從學派生出來的。“教”和“學”最初都是獨立的單字。最早將“教學”二字連為一詞，據有人考證見於《書·商書·說命》。③“教學”二字建立聯繫成一個詞，但這個詞並沒有專有的解釋。
根據中國古代文獻的記載，“教”有“教授、教誨、教化、告誡，令使等含義”④。《說文解字》中記載：“教，上所施，下所效也。”有人分析，“其‘施’就是操作、演示，即傳授蓍占和龜卜；其‘效’就是模仿、仿效，即學習蓍占和龜卜”⑤。“教”、“學”還是被單獨解釋的。
“教學”一詞在英文中有很多詞可以表達。在英語世界與教學相對應的詞有“teach”,“learn”,“instruct”，以及 “teach and learn”。
根據鬍森主編的《國際教育百科全書》中的解釋：learn來自中世紀英語中lernen一詞，意思是“學”和“教”。Lernen的詞幹是lar, lar是lore的一個詞根。Lore原來的意思是學習和教導，現在常用來指所教的內容。也就是說我們可以說learnt 和teach是由同一詞源派生出來的。“teach”一詞還有另一種派生形式。它源自古英語中的taecan一詞，taecan又是從taikjan一詞派生來的。Taikjan的詞根是teik，意思是“說明”。Teik通過前條頓語可以一直追溯到梵文的dic。Teach這個詞與token（意為“信號”或“符號”）也有關係。Token一詞源自古條頓語的taiknom。這個詞與taikjan(後來成為古英語的taecan)同源，意思是“教”。所以，token和teach這兩個詞在歷史上是有聯繫的。從這個詞源看，“教”的意思就是通過信號或符號引起別人對事物、人物、觀察和研究的結果等做出反應。由這種派生關係看，teach同進行教學的中介有關。
teach和instruct二詞也有區別，teach常與教師的行為有聯繫，作為一種活動；而instruct常常與教學情境有關係，強調教學過程。正因為此，經常有人認為，不能僅用teach一個詞來對應教學，而應該用teach and learn，以同時強調教師的教和學生的學。
然而值得指出的是，與漢語中的“教”源自於“學”有所不同，英文中teach和learn是同一詞源派生出來的。
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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